Risk Factors: Development African American Youth

风险因素：非洲裔美国青年的发展

• 批准号: 7084841
• 负责人: MARGARET RUTH BURCHINAL
• 金额: $ 7.3万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-04-01 至 2008-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7084841
• 关键词: African American; academic achievement; adolescence (12-20); behavioral /social science research tag; child psychology; clinical research; depression; developmental psychology; family structure /dynamics; human data; longitudinal human study; middle childhood (6-11); parent offspring interaction; peer group; preschool child (1-5); schools; socioeconomics; socioenvironment; statistics /biometry

DESCRIPTION (provided by applicant): The proposed study, in response to NIH Program Announcement PA-05-093, Secondary Data Analysis Based on the NICHD Study of Early Child Care and Youth Development (NICHD SECCYD), seeks to conduct secondary data analysis of the NICHD SECCYD to replicate and extend findings that describe pathways through which chronic or transitory exposure to multiple risk factors predict academic outcomes among African American youth from early childhood to early adolescence. Although children exposed to multiple social risk factors often enter school with less developed academic skills and more socio-emotional difficulties and fall further behind their more advantaged classmates during their school years, many children from risky contexts succeed in school. African-American children, unfortunately, are more likely to experience such adversity than their white peers, and this appears to contribute to the widening achievement gap between African American and their white peers during middle childhood and adolescence. Understanding the child, family, and school factors during early and middle childhood that affect the school success and adjustment of African American children is critical to promoting their academic achievement, and thereby, opportunities as adults. The specific objectives of this study are to: a) describe the extent to which the severity, timing, and duration of exposure to multiple social risk factors relate to African American children's academic achievement and school adjustment; b) determine the extent to which exposure to multiple risks relates to youth's academic achievement and adjustment through its association with child characteristics (language, ethnic identity, peer relations), family characteristics (maternal depression, responsive and stimulating parenting), and school characteristics (teacher/student relationship); and c) test whether the selected child, family, and school characteristics serve as protective factors in the presence of adversity for African American youth. Study participants are the 176 African American children and their families in the SECCYD whose language, early literacy skills, and family and school environments have been prospectively documented since infancy through sixth grade. Growth curve analyses will relate academic outcomes to multiple risk indices that reflect extent, timing, and duration of exposure to adversity. Analyses will test whether hypothesized factors serve as mediating or protective factors in relating exposure to multiple risk factors to school competence. Study findings should have important implications for the sociocultural factors that affect the school success of African American adolescents and guide intervention efforts directed at reducing risk and promoting success in school competence.

描述(由申请人提供)：根据NIH计划公告PA-05-093，拟议的研究基于NICHD幼儿保育和青年发展研究(NICHD SECCYD)的二级数据分析，旨在对NICHD SECCYD进行二级数据分析，以复制和扩展描述长期或短暂暴露于多种风险因素预测非裔美国青年从幼儿期到青春期学业结果的研究结果。尽管受到多种社会风险因素影响的儿童入学时学习技能较差，社会情感困难较多，在上学期间远远落后于更有优势的同学，但许多处于危险环境中的儿童在学校取得了成功。不幸的是，非洲裔美国儿童比他们的白人同龄人更有可能经历这样的逆境，这似乎是导致非裔美国人和他们的白人同龄人在童年中期和青春期的成就差距不断扩大的原因之一。了解儿童早期和中期影响非裔美国儿童在学校的成功和适应的儿童、家庭和学校因素，对于促进他们的学业成就，从而促进他们成年后的机会至关重要。这项研究的具体目标是：a)描述暴露于多种社会风险因素的严重程度、时间和持续时间与非裔美国儿童的学业成绩和学校适应的关系；b)通过与儿童特征(语言、种族认同、同伴关系)、家庭特征(母亲抑郁、反应性和激励性父母养育)和学校特征(师生关系)的关联，确定暴露于多种风险因素与青年的学业成就和适应的关系的程度；以及c)测试选定的儿童、家庭和学校特征是否在非裔美国青年面临逆境时起到保护因素的作用。研究参与者是SECCYD的176名非洲裔美国儿童及其家庭，他们的语言、早期识字技能以及家庭和学校环境从婴儿期到六年级都有前瞻性的记录。增长曲线分析将把学术成果与反映暴露在逆境中的程度、时机和持续时间的多个风险指数联系起来。分析将测试假设因素在将暴露于多种风险因素与学校能力联系起来时是中介因素还是保护性因素。研究结果应对影响非裔美国青少年在学校取得成功的社会文化因素具有重要影响，并指导旨在降低风险和促进学校能力成功的干预努力。