Early Childhood Education and Violence Prevention Across the Life Course and Generations

这个F31项目旨在推进关于儿童早期预防暴力潜力的证据 教育计划，并审查这些计划与多层次的社会、经济、 以及环境因素在整个生命过程中对暴力的影响。2020年，有460万起非致命性暴力事件 美国的受害者和近25,000起杀人案。1，2当年1,520万12岁的人 年长的人报告有严重的自杀想法，超过45000人死于自杀。1，3当枪支进入时 是暴力死亡的一个重要决定因素，4风险也在很大程度上由社会和结构决定 整个生命过程和代际状况，包括贫困、早年逆境和经济状况 机会。5尽管有证据表明，风险和韧性的来源在生命早期就开始并随着时间的推移而积累 生命历程和世代之间，幼儿教育可以解决共同发展 尽管有多种形式的暴力的原因，但我们对暴力的长期影响的理解存在严重差距。 关于暴力的大规模儿童早期教育方案。6本F31项目审查长期影响 Head Start是美国历史最悠久、规模最大的针对弱势儿童的学前教育项目之一，在Inter. 个人暴力行为和自杀意念，以及改变这些的社会和结构因素 效果。在目标1中，我们将考察Head Start对第二代人自杀的代际影响 用准随机变量研究青春期和成年期的构思和人际暴力行为 在Head Start推出的时间和地点以及代际联系的全国范围内--来自 1979年全国青年纵向调查和儿童及青少年队列调查。在目标2中，我们将研究 目标1的影响是否受到后代性别和种族/民族、社区劣势和州的影响 与经济机会和结构性种族主义有关的政策。在目标3中，我们将研究代内 Head Start对青少年持枪和人际暴力行为的影响 使用1997年全国青年纵向调查的数据。在Aim 4中将考察Aim是否 3参与者的性别和种族/民族、社区劣势和相关的国家政策会对影响产生影响 经济机会和结构性种族主义。所有目标将使用目标最大似然估计，a 观测数据因果推断的双稳健估计。这个项目提供了一个机会 评估一项广泛实施的减少全国暴力伤亡的计划的效果。会的 在儿童早期教育和暴力预防方面为学术做出贡献 有关暴力及其社会决定因素的讨论日益突出和紧迫。这 该项目将在1)观测数据的因果推断方法方面为F31候选人提供严格的培训， 2)政策评估的准实验方法，3)暴力生活过程理论的内容专门知识和 幼儿教育，以及4)宏观社会状况和政策的社会流行病学理论。

This F31 project seeks to advance the evidence on the violence prevention potential of early childhood education programs and examine the interactive effects of such programs with multi-level social, economic, and environmental factors on violence across the life course. In 2020, there were 4.6 million nonfatal violent victimizations and almost 25,000 homicides in the United States (US).1,2 That year 15.2 million people aged 12 and older reported serious thoughts of suicide, and over 45,000 people died by suicide.1,3 While firearm access is a significant determinant of violent death,4 risk is also profoundly determined by social and structural conditions across the life course and inter-generationally, including poverty, early life adversity, and economic opportunity.5 Despite evidence that sources of risk and resilience begin early in life and accumulate over the life course and across generations, and that early childhood education can address shared developmental etiologies of multiple forms of violence, there are critical gaps in our understanding of the long-term effects of large-scale early childhood education programs on violence.6 This F31 project examines the long-term effects of Head Start—one of the oldest and largest preschool programs for vulnerable children in the US—on inter- personal violence perpetration and suicidal ideation, and the social and structural factors that modify those effects. In Aim 1, we will examine inter-generational effects of Head Start on the second generation’s suicidal ideation and inter-personal violence perpetration in adolescence and adulthood using a quasi-random variation in Head Start roll-out over time and place and inter-generationally linked nationally-representative data from the National Longitudinal Survey of Youth 1979 and Child & Young Adult cohorts. In Aim 2, we will examine whether Aim 1 effects are modified by offspring sex and race/ethnicity, community disadvantage, and state policies related to economic opportunity and structural racism. In Aim 3, we will examine the intra-generational effects of Head Start on handgun carrying and inter-personal violence perpetration in adolescence and adulthood using data from the National Longitudinal Survey of Youth 1997. In Aim 4 will examine whether Aim 3 effects are modified by participant sex and race/ethnicity, community disadvantage, and state policies related to economic opportunity and structural racism. All Aims will use targeted maximum likelihood estimation, a doubly-robust estimator for causal inference with observational data. This project provides the opportunity to evaluate the effects of a widely implemented program to reduce the toll of violence in the nation. It will contribute to scholarship on both early childhood education and violence prevention at a time when policy conversations about violence and its social determinants are increasing in prominence and urgency. This project will provide the F31 candidate rigorous training in 1) causal inference methods for observational data, 2) quasi-experimental methods for policy evaluation, 3) content expertise in life-course theories of violence and early childhood education, and 4) social epidemiologic theories for macrosocial conditions and policies.