Black-White variation in the relationship between early educational experiences and trajectories of cognitive function among US-born older adults.
Black-White variation in the relationship between early educational experiences and trajectories of cognitive function among US-born older adults.
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DOI：
10.1016/j.ssmph.2022.101184
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发表时间：
2022-09
影响因子：
4.7
通讯作者：
Herd, Pamela
中科院分区：
文献类型：
--
作者：
Walsemann, Katrina M.;Kerr, Eleanor M.;Ailshire, Jennifer A.;Herd, Pamela
与白人同龄人相比，黑人成年人在晚年面临着更高的痴呆风险。鉴于教育程度和认知功能在晚年痴呆风险中的关键作用，本文旨在确定早期教育经历和教育程度是否与不同种族的认知状态轨迹存在差异相关，以及是否进一步因教育群体而异。我们使用生活史邮件调查 (LHMS) 的数据和健康与退休研究 (HRS) 的认知前瞻性数据。我们将样本限制在美国出生的黑人和白人成年人中，他们至少提供了 1995 年 6 月至 2016 年认知状态的一项衡量标准。我们发现了黑人和白人在教育经历与认知功能、情景记忆和工作记忆水平之间的关联上存在差异的证据，但几乎没有证据表明黑人和白人在这些与衰退的关联上存在差异。对于白人和黑人老年人来说，学习问题与认知功能、情景记忆和工作记忆水平较低有关，但在黑人老年人中与这些结果的相关性更强。此外，这种关联中的黑人和白人差异通常存在于在改善学习障碍儿童教育资源的联邦政策颁布后完成学业的老年群体中。对于黑人老年人来说，就读种族不一致的学校与这些认知结果水平呈正相关，但对于白人老年人而言则不然。我们还发现，在没有从布朗诉教育委员会决定中受益的老年群体中，黑人的认知功能水平的教育梯度比白人老年人更大，但在后布朗时代上学的黑人和白人老年人的教育梯度相似。黑人成年人患痴呆症的可能性是白人成年人的两倍。人们对这种风险的根源知之甚少，但可能与教育经历有关。三种教育经历对不同种族的认知状态的预测存在差异。其中包括学习问题、学校教育种族隔离和学业成绩。
Black adults face a substantially higher risk for dementia in later life compared to their White peers. Given the critical role of educational attainment and cognitive function in later life dementia risk, this paper aims to determine if early educational experiences and educational attainment are differentially related to trajectories of cognitive status across race and if this further varies by education cohort. We use data from the Life History Mail Survey (LHMS) and prospective data on cognition from the Health and Retirement Study (HRS). We restrict our sample to Black and White US-born adults who provided at least one measure of cognitive status from 1995/6–2016. We find evidence of Black-White differences in the association between educational experiences and level of cognitive function, episodic memory, and working memory, but little evidence of Black-White differences in these associations with decline. Having a learning problem was associated with lower levels of cognitive function, episodic memory, and working memory for White and Black older adults, but was more strongly related to these outcomes among Black older adults. Further, the Black-White difference in this association was generally found in older cohorts that completed schooling after enactment of federal policies that improved educational resources for children with learning disabilities. Attending racially discordant schools was positively associated with level of these cognitive outcomes for Black older adults but not for White older adults. We also find that the educational gradient in level of cognitive function was larger for Black compared to White older adults in older cohorts not benefiting from the Brown v Board of Education decision but was similar for Black and White older adults attending school in the post-Brown era. Black adults are twice as likely to have dementia than White adults. The roots of this risk are poorly understood but may be due to educational experiences. Three educational experiences differentially predicted cognitive status by race. These included having a learning problem, desegregated schooling, and attainment.
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DOI：
10.1016/j.trci.2018.08.009
发表时间：
2018
期刊：
Alzheimer's & dementia (New York, N. Y.)
影响因子：
--
作者：
Chen C;Zissimopoulos JM
通讯作者：
Zissimopoulos JM
DOI：
10.1016/j.ssmph.2021.100960
发表时间：
2022-03
期刊：
SSM - population health
影响因子：
--
作者：
Herd P;Sicinski K
通讯作者：
Sicinski K
DOI：
10.1093/geronb/gbx135
发表时间：
2018-05-01
影响因子：
6.2
作者：
Crimmins, Eileen M.;Saito, Yasuhiko;Hayward, Mark D.
通讯作者：
Hayward, Mark D.
影响因子：
5.1
作者：
Shifrer, Dara;Fish, Rachel
通讯作者：
Fish, Rachel
影响因子：
25.4
作者：
Lovden, Martin;Fratiglioni, Laura;Tucker-Drob, Elliot M.
通讯作者：
Tucker-Drob, Elliot M.