Jessica Nuno

Dover
EDFN 492
3/20/15
Annotated Bibliography
Basch, C. (2011). Aggression and violence and the achievement gap among
minority youth. Journal of School Health, 81(10),619-625. doi:
10.1111/j.1746-1561.2011.00636.
Baschs target for writing this article was to outline the prevalence and
the disparities of aggression and violence among urban minority youth.
He also studied the pathway of how violence and aggression influence
academic underachievement. He also gave ideas for schools to help
them address this issue. He stated there are different types of
exposure. There is media exposure as well as direct exposure, which
can happen within the community, school, at home as well as other
places the child is in. He stated that there are many factors that
underlie aggression and violence such as, unequal access to
healthcare or education, social services and discrimination based on
gender or race, just to name a few. Basch stated that there are three
causal pathways that influence academic underachievement. Those
pathways are: cognition, connectedness with school, and absenteeism.
As for the ways in which schools can be preventive, he listed schools
should provide a safe physical environment inside and out, promoting
safety and preventing violence. He also stated that schools should
implement curricula that is relatable to the students and promotes the
maintenance of healthy choices. Also listed are: provide extra
curricular activities, provide different types of counseling, and
integrate school with community and familial efforts
Cammarota, J. (2011). From hopelessness to hope: social justice pedagogy in
urban education and youth development. Urban Education, 46, 828-844. doi:
10.1177/0042085911399931
In this article, Cammarota reviewed the Social Justice Youth Development
Model to facilitate and enhance urban youth awareness of their potential.
This model draws it praxis from Paul Friere, allowing youth to think
critically about their social and economic conditions and engage in
actions to address these conditions. It got them involved in social justice
oriented activities that counter oppressive conditions by working on
making their self- identities healthy. He said that when urban youth
become agents of change, positive educational and developmental
experiences would become apparent. This article is good for my project

because it looks at urban youth and what can be done in order for them
to rise above the violence. My project is social justice oriented and
dealing with an issue that most children from urban environments
experience. Its good to have this article to supplement my research
with.
Hinshaw, S. (1992). Externalizing behavior problems and the academic
underachievement in childhood and adolescence: Causal relationships and
underlying mechanisms. The American Psychological Association, 111(1),
127-155. Retrieved from http://data.psych.udel.edu/abelcher/Shared
%20Documents/1%20Assessment%20%2848%29/c%20Diagnosis%20and
%20assessment%20of%20specific%20problems/Hinshaw%201992.pdf
Hinshaw studied the internalizing and externalizing behaviors that
coincide with academic underachievement. Internalizing behaviors are
those directed towards the self, such as depression. Externalizing
behaviors are those behaviors shown when a child acts out against his
or her environment. An example would be fighting at school. He stated
that in childhood, hyperactivity and inattention are strongly correlated
to underachievement than aggression, but by adolescence it is antisocial behavior and delinquency that are correlated to
underachievement. He also stated while cognitive development is a big
part of behavioral problems, one must also take into consideration
other factors such as, low socioeconomic status, family issues, and
language deficits. This will help my research because it states from
youth on to adolescence, the causal mechanisms for
underachievement in school. I studied academic underachievement
while look at environmental factors, but this is the first time I studied it
from the cognitive development perspective.
Hartman, H. ( 2011, November 28). Listening to students about violence.
Huffington Post Chicago. Retrived from
http://www.huffingtonpost.com/hermene-hartman/youth-violencechicago_b_1110588.html
Hartman went to the south and westside schools in Chicago to find out
what exactly the problems and issues are affecting these urban
minority youth. She went to the Black Urban League meeting and
listened to these youth, who sounded way older than being about 17,
speak about violence and other issues. They spoke about how they
know the odds are against them, but they just want to be able to
succeed. They came up with a list of problems and issues they wished
the city would fix or at least try to do something about. This is the list:
CTA problems, mentoring, youth employment, society is a disaster
meaning that police arent up to par because theyre slow and often go

in the wrong direction, as well as teachers telling students theyre only

there for the money, which causes feelings of animosity which leads to
students being disrespectful and not wanting to listen to authority.
Others on the list are: leadership, abandoned properties ( also known
as trap houses used for dope havens, dope trafficking, and
prostitution), job opportunities and internships, and safety. One student
was quoted, they should send the thug kids to Afghanistan or Iraq to
fight the enemy. This was an interesting interview of minority youth
in Chicago.
Kaba, M. (2009). Something is wrong: exploring the roots of youth violence.
Chicago. Retrieved from www.project-nia.org/something_is_wrongcurriculum.pdf
This pdf is a curriculum guide for those teaching in urban schools. It
teaches ideas such as analyzing the roots of youth violence. For my
purpose, Im looking at section three, called: Types of Violence
Encountered by Young People. There is a lesson plan in this section that is
perfect for me, entitled, Youth Homicide in Chicago. The purpose of the
lesson is to increase the participants understanding of youth homicide in
order to probe stereotypes about the nature of youth violence. The
activity is 20 minutes long. They have to read a list of names of youth
under 18 that were killed and they want the educator to ask if anyone
recognized those names. It may hit close to home, but thats what we
want them to start thinking about.
Lee-Vaughn, E. (1999). Barrio de Paz. Ecuador: Global Oneness Project, LLC.
Retrieved from https://www.globalonenessproject.org/resources/lessonplans/building-community-trust
This video was shot in Guayaquil, Ecuador and follows a social worker
who worked with the youth in the gangs to help them come together and
instead of partaking in crime, they provide services for their
communities. Nelsa helps the gangs take their need for structure, unity
and love and have them channel it into a power to participate in society.
This video would be good to show a class because a lot of urban youth
are familiar with the gang life. In the video, she spoke of how these youth
join gangs because the gangs provide the family structure they lack at
home. She stated that if we can focus on youth development and conflict
resolution, then we could help transform that violence that theyre too
familiar with into peace. This would be mainly for a high school class but
can be tweaked for younger students. There are four main themes this
video has: conflict resolution, fear versus love, and violence versus peace
and youth development. This videos website also has a materials link
and preparation tools.

Lepore, S. J., & Kliewer, W. (2013). Violence exposure, sleep disturbance, and
poor academic performance in middle school. Journal of Abnormal Child
Psychology, 41(8), 1179-89. http://dx.doi.org/10.1007/s10802-013-97090
This article helped me with my research because it studied the
mechanisms that underlie poor academic outcome in urban youth. This
article investigated whether sleep disturbance mediated academic
achievement, while also looking at two forms of violence exposure: the
community and peer victimization. Another aim of the article was to
further understand the relationship between adolescents to violence
exposure and academic failure. They examined environmental causes.
They also found that community violence was associated with lower GPA
directly and indirectly via sleep disturbance.

Schwab-Stone, M., & Chen, C., et. al. (1999). No safe haven II: The effects of
violence exposure on urban youth. Journal of the American Academy of
Child and Adolescent Psychiatry, 38(4), 359-367. Retrieved from
http://dx.doi.org/10.1097/00004583-199904000-00007
This article interested me because it looked at what psychological effects
exposure to violence had on urban youth. They looked at gender,
ethnicity, and grade levels and their externalizing behaviors, such as
physical aggression, fighting and disregard for rules). These are
behaviors shown when a child reacts negatively to their environment.
They also studied the youths internalizing symptoms, such as
depression, fear, self-injury, and social withdrawal, to see if there is such
a relationship. Internalizing behaviors are behaviors that are directed
towards the self. They found that exposure to violence was linked with
externalizing behaviors, as well as internalizing behaviors. These
behaviors were similar across genders and ethnicities. They also found
that it affected the younger youth more than the older adolescents. They
also found that high levels of violence exposure also lead to a decrease in
the ability to adjust.
Shultz, B. (2008). Spectacular things happen along the way: Lessons from an
urban classroom. Chicago: Teachers College Press.
I had to read this book for an undergraduate class about social justice
issues. This book inspired me to be the best teacher I could possibly be.
Even though these issues are here in Chicago, I feel like what he learned
and what he taught the readers could be applied anywhere. He made it a
point to ensure that when teaching, we are teaching things of interest to

the students. We need to take issues that are important to them and
incorporate them into the curriculum. In order to get the administrators,
coworkers, and parents on board, he suggested keeping an open line of
communication. When you let people know what is going on in the
classrooms, they get to feel included as well, making it seem like it is a
whole community responsibility of educating these youth. Seeing these
kids become passionate about what they were learning is what its all
about. They started taking initiative and created their own curriculum, in
a way. I also appreciated the fact that he wasnt afraid to say that he
made mistakes and that he was learning alongside them.
The University of Chicago. (2013). Reducing youth violence and improving
school outcomes. [video file]. Retrieved from
https://www.youtube.com/watch?v=Wq7clyYplsw
This video was interesting to me because it showed the University of
Chicago partnering up with organizations such as BAM and Chicago
Public Schools to work out ways in which urban youth can become more
participatory in their classes as well as teaching them ways to deal with
conflict. In the video it was stated that they were using cognitive
behavioral therapy to help them think before they acted. It helps them
reduce violence by 50%. The students stated that they appreciated that
they have better connections with the tutors that help them out. They
get to know them and learn about them and to the students that really
means a lot.
Voisin, D., Hunnicutt, S., & Torsten B. Neilands. (2011). Mechanisms linking
violence exposure and school engagement among african american
adolescents: Examining the roles of psychological problem behaviors and
gender. American Journal of Orthopsychiatry, 81(1), 61-71. doi:
10.1111/j.1939-0025.2010.01072.x
This article researched whether the relationship between violence
exposure and school engagement is mediated by psychological problem
behaviors and whether these relationships are gendered. This helps my
research because it stated that children exposed to community or
domestic violence often experience academic failure. This article found
that males were more likely to report exposure to community violence,
but females were more likely to report PTSD symptoms, aggressive
behavior, anxiety and withdrawal.