Heterogeneous Effects of Education on Alzheimers Disease and Related Dementia among Demographic Groups: A Multigenerational and Multilevel Study

教育对人口群体中阿尔茨海默病和相关痴呆症的异质性影响：一项多代、多层次的研究

• 批准号: 10512877
• 负责人: Liying Luo
• 金额: $ 36.23万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10512877
• 关键词: Address; Adult; Affect; Alzheimer' s disease related dementia; Baby Booms; Biosocial; Birth; Black Populations; Characteristics; Child; Cohort Analysis; County; Data; Data Set; Data Sources; Disadvantaged; Education; Ethnic group; Exposure to; Family; Family member; Future; Generations; Goals; Health and Retirement Study; Hispanic Populations; Impaired cognition; Individual; Inequality; Longitudinal Studies; Measures; Mediating; Mediation; Mediator of activation protein; Methodology; Not Hispanic or Latino; Parents; Pathway interactions; Pattern; Population; Population Process; Public Health; Research; Research Design; Research Personnel; Resources; Respondent; Risk Factors; Role; Schools; Social Environment; Time; cohort; college; contextual factors; dementia risk; disparity reduction; ethnic difference; ethnic minority population; health data; improved; innovation; insight; intergenerational; novel; novel strategies; population health; protective effect; racial and ethnic; racial and ethnic disparities; racism; sociodemographic disparity; sociodemographic factors; socioeconomics; supportive environment; tool

PROJECT SUMMARY The protective effect of education against Alzheimer’s disease and related dementias (ADRD) is found to be smaller for racial/ethnic minority individuals than for non-Hispanic White individuals. Identifying factors that modify or mediate the education-ADRD relationship presents a unique opportunity to address the racial/ethnic disparities in ADRD and ultimately improve population health. However, most research relies on respondents’ education to assess the education-ADRD relationship, failing to consider the roles of other family member’s education or the social context and environment in which education occurs and affects ADRD. The major goal of the proposed research is to develop a novel framework that incorporates multigenerational education and multidomain contextual measures and use it to clarify the heterogeneous effects of education on ADRD risk among racial/ethnic groups by analyzing nationally representative longitudinal data. We propose to achieve this goal through three specific aims. In Aim 1, we will develop a multigenerational framework and use it to estimate the effect of multigenerational education on the respondent’s ADRD risk and the racial/ethnic disparities. Aim 2 is to construct multidomain contextual measures of structural inequality and racism and estimate their effects on individual’s ADRD risk and the racial/ethnic disparities. To provide historical and population contexts for understanding results from Aims 1 and 2, in Aim 3 we will estimate how education effects on ADRD risk may differ across four birth cohorts. The proposed research is significant because it will help reduce racial/ethnic disparities in cognitive impairment and ADRD risk by clarifying multigenerational pathways and identifying mediators and modifiers of the heterogeneous education-ADRD relationships among demographic groups. The proposed research is innovative because it will develop a new multigenerational and multilevel mediation approach to understanding why the education-ADRD risk relationship differs among racial/ethnic groups. It will also contribute new contextual data to a nationally representative data set.

项目摘要 教育对阿尔茨海默病和相关痴呆症（ADRD）的保护作用被发现是 对于种族/少数民族个体比对于非西班牙裔白色个体小。确定影响因素 修改或调解教育-ADRD关系为解决种族/民族问题提供了一个独特的机会。 减少ADRD的差异，并最终改善人口健康。然而，大多数研究依赖于受访者的 评估教育与ADRD关系的教育，未能考虑其他家庭成员的角色 教育或教育发生和影响ADRD的社会背景和环境。的主要目标 拟议的研究的一个主要目的是开发一个新的框架， 多领域的背景措施，并用它来澄清教育对ADRD风险的异质性影响 通过分析全国代表性的纵向数据，在种族/民族群体中进行分析。我们建议实现这一目标 通过三个具体目标。在目标1中，我们将开发一个多代框架，并使用它来估计 多代教育对受访者的ADRD风险和种族/民族差异的影响。目的2 是构建结构性不平等和种族主义的多领域背景措施，并估计其对 个体的ADRD风险和种族/民族差异。提供历史和人口背景， 理解目标1和2的结果，在目标3中，我们将评估教育对ADRD风险的影响， 在四个出生队列中存在差异。 这项拟议中的研究意义重大，因为它将有助于减少认知障碍的种族/民族差异 通过阐明多代途径和确定介导因子和修饰因子， 人口统计学群体之间的异质教育-ADRD关系。拟议的研究是 创新，因为它将制定一个新的多代和多层次的调解办法， 为什么教育-ADRD风险关系在种族/民族群体之间存在差异。它还将提供新的 将背景数据转换为具有全国代表性的数据集。