The effect of intergenerational education on cognitive outcomes for and among Latinos in the United States

项目摘要 到2060年，美国患有阿尔茨海默病和相关痴呆症（ADRD）的人数为 预计将增加两倍，达到约1390万。如果65岁及以上的拉美裔人数预计将 在同一时期，拉丁美洲人将面临ADRD病例的最大增长。很少有研究 包括足够的拉丁裔受访者，以评估社会ADRD决定因素与非ADRD决定因素相比的影响。 拉丁裔白人和拉丁裔亚群体（如性别、原籍国和移民年龄）。这一日益严重 研究中的人口和重大差距表明需要了解ADRD的社会层面驱动因素 在美国的拉丁美洲人中。教育已被确定为ADRD风险的强有力预测因素， 然而，代际教育的作用（即一个人自己的教育与 一个人的父母和/或一个人的孩子的教育）和认知结果仍然在很大程度上是未知的。在 特别是，很少有人知道代际教育成就如何影响认知老化 不同的拉丁美洲人（与非拉丁美洲白人）和拉丁美洲亚群（例如外国出生的与美国出生的）。 考虑到美国拉美裔的异质性以及人口统计和教育的动态变化， 为了使每一代人都能获得更好的教育，了解代际教育对 拉丁美洲人在美国的ADRD。本提案的目标是评估以下方面之间的关系： 拉丁美洲人和拉丁美洲人与非拉丁美洲人相比的代际教育和认知结果 美国的西班牙裔白人。具体而言，本研究将评估第一代（即， 与多代同堂（即第二代或第三代）相比， 更高一代）高中教育和拉丁美洲老年人（50 - 86岁）的认知结果， 拉丁裔研究中的性别、出生地和迁移年龄-神经认知老化调查（SOL- 印加）（目标1）和拉丁美洲成年人相比，非西班牙裔白人在健康和退休研究 (HRS)（目标2）。最后，拟议的研究将评估研究受访者的后代之间的关系， 他们的教育程度和自己的认知能力下降和事件痴呆症或CIND在拉丁美洲人相比， HRS中的非西班牙裔白人（目标3）。该提案将为代际教育提供宝贵的见解 作为拉丁美洲人ADRD的一个可改变的风险因素，并将为人口水平的干预措施提供信息， 通过改善受教育的机会来实现ADRD。拟议的培训，由一个示范性的指导， 团队，将准备我的职业生涯作为一个独立的研究人员在ADRD在美国拉丁美洲人， 提高我的统计方法和内容的应用知识，需要严格的专业知识 流行病学研究这一重要课题。

PROJECT SUMMARY By 2060, the number of individuals in the US living with Alzheimer’s disease and related dementias (ADRDs) is projected to triple to about 13.9 million. Provided that the number of Latinos aged 65 and older is expected to quadruple over the same time period, Latinos will face the largest increase in ADRD cases. Few studies include enough Latino respondents to evaluate the impact of societal ADRDs determinants compared to non- Latino whites and among Latino subgroups (e.g. gender, country of origin and age at migration). This growing population and significant gap in research demonstrate the need to understand societal-level drivers of ADRDs for and among Latinos in the US. Education has been established as a strong predictor of risk for ADRDs, however, the role of inter-generational education (i.e. the intersection of one’s own education with the education of one’s parents’ and/or one’s children) and cognitive outcomes remains largely unknown. In particular, little is known about how intergenerational educational attainment may influence cognitive aging differently for Latinos (vs. non-Latino whites) and among Latino subgroups (e.g. foreign-born vs US-born). Given the heterogeneity of Latinos in the US and dynamic changes in demographics and educational attainment with each new generation, it is critical to understand the impact of intergenerational education on ADRDs for Latinos in the US. The goal of this proposal is to evaluate the relationship between intergenerational education and cognitive outcomes among Latinos and for Latinos compared to non- Hispanic whites in the US. Specifically, this study will evaluate the association between a first-generation (i.e. first in one’s family to achieve a specific level of education) compared to multi-generational (i.e. second or higher generation) high school education and cognitive outcomes among Latino older adults (ages 50-86) by gender, nativity and age at migration in the Study of Latinos – Investigation of Neurocognitive Aging (SOL- INCA) (Aim 1) and for Latino adults compared to non-Hispanic whites in the Health and Retirement Study (HRS) (Aim 2). Finally, the proposed study will evaluate the relationship between study respondents’ offspring educational attainment and their own cognitive decline and incident dementia or CIND in Latinos compared to non-Hispanic whites in HRS (Aim 3). The proposal will provide valuable insight on intergenerational education as a modifiable risk factor for ADRDs in Latinos and will inform population-level interventions to prevent ADRDs by improving access to education. The proposed training, guided by an exemplary mentoring team, will prepare me for a career as an independent researcher in ADRDs among US Latinos by advancing my applied knowledge of statistical methods and content expertise needed for rigorous epidemiologic research on this important topic.