ABSTRACT
From genetic contributions to the selection of contexts in which their children are reared, parents play a fundamental role in shaping children’s development (Bornstein, 2015; National Research Council and Institute of Medicine, 2000; Okagaki and Luster, 2005). These various influences are not separable, but rather are mutually influential (Overton, 2015). Throughout childhood and adolescence, as well as beyond, parents have a strong part in determining their children’s peer groups (Collins, Maccoby, Steinberg, Hetherington, and Bornstein, 2000; Ladd and Korfenderfer-Ladd, 2019), the educational and extracurricular resources their children experience (Conger, Conger, and Martin, 2010; Crosnoe and Ressler, 2019; Vandell, Simpkins, and Wegemer, 2019), the neighborhoods where they live, and their degree of exposure to these various settings (Mazefsky and Farrell, 2005; Proctor, 2006). Neighborhoods provide a unique context in which to understand parenting across multiple arenas, as peer groups and schools often are embedded in neighborhoods (Leventhal, Dupéré, and Shuey, 2015). Moreover, research reveals that neighborhood conditions may have multigenerational ramifications, with parents’ own neighborhood exposure during childhood being associated with their children’s subsequent development (Sharkey and Elwert, 2011).
