nih | The gap between Whites and Blacks in levels of violence
has animated a prolonged and controversial debate in public health and
the social sciences. Our study reveals that over 60% of this gap is
explained by immigration status, marriage, length of residence,
verbal/reading ability, impulsivity, and neighborhood context. If we
focus on odds ratios rather than raw coefficients, 70% of the gap is
explained. Of all factors, neighborhood context was the most important
source of the gap reduction and constitutional differences the least
important.
We acknowledge the harsh and often justified
criticism that tests of intelligence have endured, but we would
emphasize 2 facts from our findings. First, measured verbal/reading
ability, along with impulsivity/hyperactivity, predicted violence, in
keeping with a long line of prior research. Second, however, neither factor accounted for much in the way of racial or ethnic disparities
in violence. Whatever the ultimate validity of the constitutional
difference argument, the main conclusion is that its efficacy as an
explainer of race and violence is weak.
Our findings
are consistent with the hypothesis that Blacks are segregated by
neighborhood and thus differentially exposed to key risk and protective
factors, an essential ingredient to understanding the Black–White
disparity in violence. The race-related neighborhood features predicting violence are
percentage professional/managerial workers, moral/legal cynicism, and
the concentration of immigration. We found no systematic evidence that
neighborhood- or individual-level predictors of violence interacted with
race/ ethnicity. The relationships we observed thus appeared to be
generally robust across racial/ ethnic groups. We also found no
significant racial or ethnic disparities in trajectories of change in
violence.
Similar to the arguments made by William Julius Wilson in The Truly Disadvantaged,these results imply that generic interventions to improve neighborhood
conditions may reduce the racial gap in violence. Policies such as
housing vouchers to aid the poor in securing residence in middle-class
neighborhoods may achieve the most effective results in bringing down the
long-standing racial disparities in violence. Policies to increase home
ownership and hence stability of residence may also reduce disparities
(see model 3, Table 2 ).
Family
social conditions matter as well. Our data show that parents being
married, but not family configuration per se, is a salient factor
predicting both the lower probability of violence and a significant
reduction in the Black–White gap in violence. The tendency in past
debates on Black families has been either to pathologize female-headed
households as a singular risk factor or to emphasize the presence of
extended kin as a protective factor. Yet neither factor predicts
violence in our data. Rather, being reared in married-parent households
is the distinguishing factor for children, supporting recent work on the
social influence of marriage and calls for renewed attention to the labor-market contexts that support stable marriages among the poor.
Although
the original gap in violence between Whites and Latinos was smaller
than that between Whites and Blacks, our analysis nonetheless explained
the entire gap in violence between Whites and Latino ethnic groups. The
lower rate of violence among Mexican Americans compared with Whites was
explained by a combination of married parents, living in a neighborhood
with a high concentration of immigrants, and individual immigrant
status. The contextual effect of concentrated immigration was robust,
holding up even after a host of factors, including the immigrant status
of the person, were taken into account.
The limitations
of our study raise issues for future research. Perhaps most important
is the need to replicate the results in cities other than Chicago. The
mechanisms explaining the apparent benefits to those living in areas of
concentrated immigration need to be further addressed, and we look to
future research to examine Black–White differences in rates of violence
that remain unexplained. As with any nonexperimental research, it is
also possible we left out key risk factors correlated with race or
ethnicity. Still, to overturn our results any such factors would have to
be correlated with neighborhood characteristics and uncorrelated with
the dozen-plus individual and family background measures, an unlikely
scenario. Even controlling for the criminality of parents did not
diminish the effects of neighborhood characteristics. Finally, it is
possible that family characteristics associated with violence, such as
marital status, were themselves affected by neighborhood residence. If
so, our analysis would mostly likely have underestimated the association
between neighborhood conditions and violence.
We
conclude that the large racial/ethnic disparities in violence found in
American cities are not immutable. Indeed, they are largely social in
nature and therefore amenable to change.
11 comments:
Where is there any study of Black mothers beating on their kids and the psychological effects? My mother used an electric cord on me. One of my sisters told me she used a mop handle on my brother. When I was at a friend's house I watched his mother use a belt on him while his father sat in the kitchen reading a newspaper.
We talk about dealing with problems but then certain aspects never gets mentioned. Like the violence is all the fault of the men. All men were babies and little boys at one time.
The hand that rocks the cradle...
sssshhhhh....., hush now!
don't go talking out of class in the public sphere....,
Do you remember the Atlanta mall security guard who tased a mouthy troglodyte whose large brood of children don't even have a prayer of succeeding in the world? http://subrealism.blogspot.com/2013/02/do-what-youre-supposed-to-do-or-you-get.html
https://www.youtube.com/watch?v=TMCfMh9hEWA
The living, breathing, loud-talking embodiment of social/cultural problems of an intractable nature. Anyone who has had to deal with any of that mess first hand knows exactly whereof I speak and harbors no utopian, cornucopian delusions about trying to make that better.
New Orleans tore down their public housing as our mayor with kind hearted self, bought them all here and put them first in line for housing assistance. The murder rate went up, including the New Orleans serial killer. This is not just poor women falling for this foolishness. http://www.youtube.com/watch?v=k_n9H2zAWwU
As a security guard, the job only requires that you keep watch over the owner's property. Incidents of this sort are best handled by the police.
Walker Atlanta Ranger's 15 minutes of fame didn't last even that long http://clatl.com/atlanta/darien-long-is-gone-but-not-forgotten-at-metro-mall/Content?oid=7935813&showFullText=true - but right on topic the prophylactic effect of certain elements on economic development is at the heart of his story, as well.
My bad..., http://www.lesterspence.com/2013/06/13/uncivil-youth-race-racism-and-the-non-profit-philanthropic-sector/#comment-932352365
Education is first and foremost the job of the parents. My dad taught me how to read, write and do basic math before I entered kindergarten. My grandmother bought me my first slide rule and calculator. I started with my daughter as a baby with flash cards. Over the years, I have acquired for her library every important book I could find and I am still shopping at Barnes and Noble several times a month. It took me two years to find a new version of "Philosophiae Naturalis Principa Mathematica" by Issac Newton. The book cost me $40, but it is an important tool for her study of advanced mathematics. She also has a collection of autobiographies of historical black figures. My daughter has used her books and the College Level Examination Program to collect credit for college courses for $100 for each test. She can CLEP her way to 90 credits, then take the last 30 though the university--done, finished. Parents can buy used books at Amazon.com sometimes for little more than the cost of shipping. If a parent decides to buy the Xbox and pay top dollar for the assorted games, then add sports, poor diet, irregular sleeping hours, baby mamma drama and low expectations....can they really blame the teachers? One day out of curiosity, I wanted to know what my daughter was learning about history. I printed photographs of John F. Kennedy, Dwight Eisenhower, Bill Clinton, Martin Luther King, Rosa Parks, Louis Armstrong and Desi Arnaz. Her response when shown the photos and asked if she recognized the people was startling. She immediately recognized Louis Armstrong and Desi Arnaz. She could only tell me that John F. Kennedy was assassinated. Her response to a photo of Bill Clinton was to say, "I did not have sex with that woman." She did not recognize Dwight Eisenhower, Martin Luther King or Rosa Parks. We have since corrected this deficiency.
The level of focus on sports where I live (rural northeast) is interfering seriously with education. I hear it's even worse in other regions.
Discussion goes nowhere because the parents' fantasies are the problem, but the next generation around here will be noticeably less employable than their parents. And it's needless, we have all the advantages needed to succeed.
My daughter has talents as an artist, comedian and musician. But, as history has shown, those with marketable talents will get ripped off by those with an education in business, law or accounting. I heard an interview with an sports agent who bragged about being richer than his most highly paid client because he was getting a third of all his clients salaries. After the agents, lawyers, accountants, butlers and tax authorities get their cut--it's no wonder a lot of athletes later end up bankrupt. I know someone who is an actress. Her agent gets her pay and residual checks first. The agent takes her cut, then mails the actress what is left along with copies of the original checks.
Hmm.., instead of an indictment of "sports as a distraction/diversion away from the 19th century education model" - and I have no doubt that it is - more attention needs to be given to radical redesign of that education model.
Flipped classrooms are a long overdue and inevitable change in the modus operandi of instruction. And "teachers" will be the largest institutional impediment to getting from here (19th century) to there (21st century).
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