Education in the Jim Crow South and Black-White inequities in allostatic load among older adults.
Education in the Jim Crow South and Black-White inequities in allostatic load among older adults.
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DOI：
10.1016/j.ssmph.2022.101224
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发表时间：
2022-09
影响因子：
4.7
通讯作者：
Abbruzzi, Emily
中科院分区：
文献类型：
--
作者：
Walsemann, Katrina M.;Pearson, Jay;Abbruzzi, Emily
在美国，黑人成年人始终有较高的非稳态负荷-生理失调的指标-比白色成年人。考虑到不同种族在成绩上的差异，教育被认为是一种可能的机制，但证据是混合的。这可能部分是由于数据限制，使得学者难以解释结构性根深蒂固的系统性种族主义，这种种族主义塑造了美国教育体系，并导致在吉姆·克劳南方长大的老年人在学期长度和入学率方面存在巨大的种族不平等。我们的研究通过将1919年至1954年美国南部黑人和白色种族隔离学校系统的历史数据与健康和退休研究（HRS）联系起来，以确定是否有一种新的教育程度衡量标准，这种教育程度衡量标准解释了导致黑人和白色学生在不同年份和州上学天数差异的结构性种族主义。白色不平等的非稳态负荷在老年人谁参加了学校在吉姆克劳。我们限制我们的样本HRS受访者种族化为白色或黑色，谁住在南方时，他们是学龄，完成小学/中学1919年和1954年之间，并提供了一个措施的非稳态负荷（n = 1932）。我们发现，我们的新的学校教育措施-在学校的持续时间-减少了非稳态负荷的黑白不平等，比自我报告的学校教育年限更重要，无论我们是连续测量非稳态负荷（34%对16%）还是分类测量（45%对20%）。我们的研究结果强调了识别和使用历史上知情的学校教育措施的重要性，这些措施在试图了解教育如何塑造美国黑人种族化个人的健康时，解释了结构上根深蒂固的系统性种族主义。美国黑人成年人比白色成年人表现出更大的生理失调。关于教育是否能解释这种不平等，有各种各样的证据。可能是由于早期学校教育中不可衡量的结构性根深蒂固的系统性种族主义。我们的教育措施考虑到了种族不平等的期限和天数。这一措施解释了非稳态负荷的黑白不平等。
In the U.S., Black adults consistently have higher allostatic load – an indicator of physiological dysregulation – than White adults. Education is considered a likely mechanism given racial differences in attainment, but evidence is mixed. This may be due, in part, to data limitations that have made it difficult for scholars to account for the structurally rooted systemic racism that shaped the U.S. education system and led to large racial inequities in school term length and school attendance among older adults who grew up in the Jim Crow South. Our study addresses this limitation by linking historical data on Black and White segregated school systems in the U.S. South from 1919 to 1954 to the Health and Retirement Study (HRS) to determine if a new measure of educational attainment that accounts for structural racism that led to differences in the number of school days attended by Black and White students across years and states better explains Black-White inequities in allostatic load among older adults who attended school during Jim Crow. We restrict our sample to HRS respondents racialized as White or Black, who resided in the South when they were school-aged, completed primary/secondary school between 1919 and 1954, and provided a measure of allostatic load (n = 1932). We find that our new measure of schooling – duration in school – reduced the Black-White inequity in allostatic load more so than self-reported years of schooling whether we measured allostatic load continuously (34% vs 16%) or categorically (45% vs 20%). Our findings highlight the importance of identifying and using historically informed measures of schooling that account for structurally rooted systemic racism when trying to understand how education shapes the health of individuals racialized as Black in the United States. U.S. Black adults show greater physiological dysregulation than White adults. Mixed evidence as to whether education explains this inequity. May be due to unmeasured structurally rooted systematic racism in early schooling. Our education measure accounts for race inequity in term length and days attended. This measure explains Black-White inequity in allostatic load.
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