Understanding the Role of Objective and Experienced Neighborhood Contexts in Behavior Problems in Adolescence

Introduction: Research assessing associations between neighborhood contexts and problem behaviors among adolescents have yielded mixed findings. Some studies have observed that neighborhood socioeconomic disadvantage was associated with lower levels of problem behaviors while other studies have found that it was associated with increased problem behaviors. It is possible that this inconsistency may be due in part to differences in associations depending on the specific type of problem behavior. In addition to socioeconomic disadvantage, neighborhood contexts characterized by high levels of social disorganization as indicated by crime, graffiti, rundown buildings, etc., may also play a role in development of problem behaviors and may be a mechanism by which neighborhood disadvantage influences problem behaviors. This paper examines the role of objectively measured neighborhood disadvantage and self-reports of social disorganization on a range of problem behaviors among 9^th graders.

Methods: Data are drawn from the Seattle Social Development Project (SSDP), a longitudinal study originating in 18 public elementary schools which overrepresented high crime neighborhoods in Seattle, Washington. Analyses included 593 individuals still residing in Seattle at grade 9. The sample is gender balanced and ethnically diverse. Problem behaviors, demographics, family structure and income, parental education, and neighborhood disorganization were drawn from self-reports. Neighborhood disadvantage was measured at the block group level using a composite index of eight measures from the 1990 Census.

Results: Results of multilevel regression models accounting for clustering within block groups indicated that experiences with neighborhood disorganization were consistently associated with problem behaviors after controlling for neighborhood and family level socioeconomics. Results also suggest that experiences with neighborhood disorganization largely explained associations between neighborhood disadvantage and problem behaviors for adolescents. Strength of cross-sectional associations differed by behavior assessed but remained strong in 5 out of 6 models even after controlling for earlier engagement in problem behaviors.

Conclusions: Results suggest neighborhood disorganization is a promising community intervention target for addressing a range of problem behaviors among adolescents transitioning to high school. Examining the consistency of these findings across traditionally disadvantaged demographic groups in the US and considering their generalizability to other samples will be important.