Table 5.

Cross-classified Regression Models of Mechanisms Linking Mobility with Violence: PHDCN Cohorts 9 and 12

	Violent behavior			Exposure to violence			Violent victimization
	Model 1	Model 2	Model 3	Model 1	Model 2	Model 3	Model 1	Model 2	Model 3
Moved between waves	.20^**	.20^**	.12	.28^**	.34^***	.25^*	.42^***	.42^***	.35^***
	(0.09)	(0.09)	(0.09)	(0.13)	(0.13)	(0.12)	(0.13)	(0.13)	(0.13)
Moved outside Chicago	−.37^**	−.35^**	−.28^*	−.80^***	−.65^**	−.61^**	−.12	−.11	−.02
	(0.16)	(0.16)	(0.16)	(0.27)	(0.27)	(0.28)	(0.25)	(0.26)	(0.26)
Neighborhood % Black		.07	.05		.38^*	.33		.18	.11
		(0.15)	(0.15)		(0.22)	(0.23)		(0.23)	(0.24)
Neighborhood % Latino		−.09	−.12		.23	.16		.13	.07
		(0.16)	(0.16)		(0.24)	(0.24)		(0.25)	(0.25)
Neighborhood % Poor		.21	.13		1.86^***	1.77^***		−.12	−.39
		(0.37)	(0.36)		(0.51)	(0.52)		(0.53)	(0.54)
Perception of school environment^a			−.52^***			−.80^***			−.56^***
			(0.07)			(0.11)			(0.12)
School engagement^b			−.44^***			−.20^*			−.38^***
			(0.08)			(0.12)			(0.12)
Street efficacy^c			−.32^***			−.38^***			−.38^***
			(0.06)			(0.09)			(0.10)
Fear of violence^d			−.24^***			.04			.23^**
			(0.07)			(0.10)			(0.11)

^***

= significant at p<.01;

^**

= significant at p<.05;

= significant at p<.10.

Standard errors in parentheses. Data are IPT weighted and cross-classified, with time points nested within subjects and time-varying neighborhoods.

School environment: child reported measure of school atmosphere, student engagement, drug/alcohol problems, violence and racial tension. Higher score means school has higher quality enviroment (i.e. fewer problems).

School engagement: child reported measure of enjoyment and effort at school. Higher score means greater engagement in school.

Street efficacy: Child reported measure of confidence in own ability to find ways to avoid violence. Higher score means greater confidence.

Fear of violence: Child reported measure of how afraid s/he is in the neighborhood and school environment. Higher score means greater level of fear.