Jane Leer

Examines why many Black families choose not to participate in early childhood home-visiting programs, even when those programs are designed to help parents and young children. Finds that families were more likely to engage when programs felt trustworthy, culturally respectful, and connected to supportive community networks, showing that social environment and relationships matter as much as the services themselves.

Looks at how people living in the same public housing communities experience their neighborhoods differently, and how those experiences relate to mental health. Finds that residents who felt disconnected, unsafe, or unhappy with their neighborhood were more likely to report anxiety and depression, while stronger social connections and positive feelings about the community were linked to better mental health.

Examines how living in a gentrifying neighborhood affects teenagers’ academic performance and mental health. Finds that gentrification sometimes raised students’ educational ambitions, but it also increased stress—especially for lower-income Black youth—which could hurt math achievement and challenge the idea that neighborhood upgrading automatically benefits existing residents.

Tested a large home-visiting program in Nicaragua that helped parents support their young children’s learning and development. Found that children in the program showed modest improvements in development and were more likely to finish preschool, especially when the program was delivered with strong community oversight and higher-quality interactions between home visitors and families.

Examines whether growing up in a gentrifying neighborhood affects teenagers’ education outcomes. Found that gentrification was linked to slightly better grades and college ambitions mainly for white and more financially secure students, while Black and lower-income students saw little benefit unless neighborhood change happened without displacing the existing Black community.