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

项目总结 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1390万人。假设65岁及以上的拉丁裔人数预计将 在同一时期内翻两番，拉美裔将面临最大的ADRD病例增加。很少有研究 包括足够多的拉丁裔受访者，以评估社会ADRD决定因素与非ADRD决定因素的影响 拉美裔白人和拉丁裔亚群(例如，性别、原籍国和移民年龄)之间的差异。这一增长 人口和研究中的重大差距表明有必要了解ADRDS的社会层面驱动因素 在美国的拉美裔美国人中也是如此。教育程度已被确定为ADRDS风险的有力预测因素， 然而，代际教育的作用(即自己的教育与 父母和/或子女的教育)和认知结果在很大程度上仍然是未知的。在……里面 特别是，人们对代际教育程度如何影响认知老化知之甚少。 对于拉丁裔(与非拉丁裔白人)和拉丁裔亚群(例如，在外国出生的与在美国出生的)不同。 鉴于美国拉丁裔的异质性以及人口和教育的动态变化 对于每一代人的成就，了解代际教育对 在美国的拉美裔美国人的ADRD。该提案的目标是评估两国之间的关系 拉丁裔和拉丁裔与非拉丁裔的代际教育和认知结果 美国的西班牙裔白人。具体地说，这项研究将评估第一代(即 在家庭中第一个达到特定教育水平)与多代(即第二代或第二代 拉丁裔老年人(50-86岁)的高中教育和认知结果 拉丁裔研究中的性别、出生地和移民年龄--神经认知老化调查(SOL- 印加)(目标1)以及在健康和退休研究中拉美裔成年人与非西班牙裔白人的比较 (小时)(目标2)。最后，拟议的研究将评估研究受访者的子女之间的关系 与拉丁裔相比，受教育程度和他们自己的认知能力下降和痴呆症或CIND事件 HRS中的非西班牙裔白人(目标3)。该提案将为代际教育提供有价值的见解 作为拉丁裔ADRDS的一个可改变的风险因素，并将为人群一级的干预措施提供信息，以防止 通过改善受教育机会来减少不良反应。拟议的培训，由模范导师指导 团队，将为我的职业生涯做好准备，在美国拉丁裔中担任ADRDS的独立研究员 提高我在统计方法和内容方面的应用知识， 关于这一重要课题的流行病学研究。

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.