Social Demographics, Marginalization, and Adolescent Substance Use

社会人口统计、边缘化和青少年药物使用

• 批准号: 8298161
• 负责人: Aprile Dawn Benner
• 金额: $ 7.72万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-08-01 至 2014-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8298161
• 关键词: Academy; Achievement; Address; Adolescence; Adolescent; Affect; Alcohol abuse; Alcohol consumption; Alcohol or Other Drugs use; American; Americas; Area; Belief; Child; Complex; Data; Desegregation; Development; Distress; Drug abuse; Drug usage; Ecology; Education; Environment; Equation; Ethnic Origin; Etiology; Family; Feeling; Gender; Genetic Predisposition to Disease; Genetic Risk; Goals; Health; Health behavior; Hostility; Individual; Inequality; Intervention; Interview; Life Cycle Stages; Link; Loneliness; Longitudinal Studies; Low income; Marijuana Smoking; Mediating; Methods; Minority; Minority Groups; Mission; Modeling; Pain; Peer Group; Personal Satisfaction; Plant Roots; Policies; Prejudice; Prevention; Preventive Intervention; Process; Public Health; Race; Relative (related person); Reporting; Research; Risk; Sampling; Schools; Social Justice; Socialization; Societies; Stress; Students; Substance abuse problem; Techniques; Testing; Validation; Variant; Youth; adolescent substance use; coping; demographics; drinking; economic impact; health disparity; improved; member; peer; public education; racial and ethnic; response; social; socioeconomics; theories

DESCRIPTION (provided by applicant): Substance use during adolescence is an oft-studied phenomenon, but this research generally fails to take an ecological perspective on etiology. Schools are a primary context of socialization during adolescence, and understanding how school composition matters for substance use is critical for prevention efforts. Promoting school diversity has been a major legislative goal, but the unintended public health consequences of such policies are often ignored-diversity has empirically established academic benefits, yet it is not without its challenges, particularly regarding the socioemotional well-being of children and adolescents whose lack of demographic "fit" with their schools puts them at risk for social marginalization. Whether this demographic misfit (i.e., having few same-race/ethnic or same-socioeconomic peers in school) is risky for substance use has yet to be explored, although both theory and empirical evidence suggests that it might. The general goal of this project, therefore, is to examine whether, why, and when students who do not have a critical mass of same-race/ethnicity peers or peers of similar SES in school are more likely to drink and use drugs. Here, I use data from Add Health to explore three specific areas of inquiry. First, I will identify adolescents who are at the numeric margins of their schools both racially/ethnically and socioeconomically and compare their substance use to that of adolescents who have greater representation of same-demographic peers. Such research will highlight the potential unintended health risks of major academically-focused school reforms. Second, I will test two mechanisms by which marginalization might influence substance use: a) whether marginalization initiates feelings of misfit that, in turn, contribute to adolescents' substance use and b) whether the link between marginalization and substance use is stronger for students in schools and peer groups in which substance use is more normative. Third, the project will explore the extent to which the marginalization threshold (defined as 15% or more same-demographic peers) effectively captures the critical mass necessary for protection against substance use and lack of fit. Although the National Academy of Education recommends the 15% same- demographic peer threshold to protect against the harmful effects of marginalization, their report acknowledges that this estimate needs empirical validation. As a departure from previous, small-scale studies that explore the critical mass question, this project uses a large, nationally representative sample to empirically identify the critical mass needed to protect against social marginalization. Early substance use and abuse exert pernicious effects across the life course, and this project has the potential to expand our understanding of the implications of school composition for such risky health behaviors. By elucidating the mechanisms by which marginalization affects substance use, the project will highlight critical points of intervention, and by identifying the contextual antecedents of early substance use, the project will inform educational policy efforts that seek to better promote the full academic benefits of diversity in America's public schools.

描述（由申请人提供）：青春期的物质使用是一种经常研究的现象，但是这项研究通常无法对病因进行生态学观点。学校是青春期社会化的主要背景，了解学校组成对吸毒的重要性对于预防工作至关重要。促进学校的多样性一直是一个主要的立法目标，但是这种政策的意外公共卫生后果经常被忽略多元化，这在经验上已经确立了学术利益，但并非没有挑战，尤其是关于儿童和青少年的社会情感福祉，他们缺乏与学校的人口统计学“适合他们”使他们面临社会报道的风险。尽管理论和经验证据都表明这可能是，但尚未探索这种人口不适（即，在学校中几乎没有相同的竞赛/种族或同性社会经济同行）是否有风险。因此，该项目的一般目标是检查是否，为什么以及何时没有相同赛车/种族的同龄人或学校中类似SES的同龄人何时喝酒和使用毒品。在这里，我使用来自Add Health的数据探索三个特定的查询领域。首先，我将确定在种族/种族和社会经济上都处于学校数字余额的青少年，并将其物质使用与具有更大代表同龄同龄人的青少年的物质使用比较。这样的研究将突出主要以学术为中心的学校改革的潜在意外健康风险。其次，我将测试边缘化可能会影响物质使用的两种机制：a）边缘化是否会引起不匹配的感觉，反过来又有助于青少年的物质使用和b）边缘化和药物使用之间的联系是否对学校和同伴组中的学生和同伴的使用者更牢固，在哪种物质中使用更适当的。第三，该项目将探索边缘化阈值（定义为15％或更多的人口统计学同龄人）有效地捕获防止物质使用和缺乏拟合所必需的临界质量的程度。尽管美国国家教育学院建议15％的人口同伴阈值以防止边缘化的有害影响，但他们的报告承认这一估算需要经验验证。作为探索关键群众问题的以前的小规模研究，该项目使用一个大型的全国代表性样本，从经验上确定防止社会边缘化所需的关键质量。早期的药物使用和滥用在整个生活过程中都会产生有害影响，并且该项目有可能扩大我们对学校成立对这种风险健康行为的影响的理解。通过阐明边缘化影响物质使用的机制，该项目将突出干预的关键点，并通过确定早期药物使用的上下文前因，该项目将为教育政策提供依据，以便更好地促进美国公立学校多元化的全部学术利益。