Race/Ethnicity, Poverty, and Connection Between Child Health and Early Education

种族/民族、贫困以及儿童健康与早期教育之间的联系

• 批准号: 7918707
• 负责人: ROBERT L CROSNOE
• 金额: $ 5.83万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-08-01 至 2012-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7918707
• 关键词: Academic achievement; Achievement; Address; Adult; Affect; African American; American; Anxiety Disorders; Asthma; Behavioral; Buffers; Child; Child Care; Child Development; Child health care; Childhood; Credentialing; Data; Data Set; Data Sources; Development; Disadvantaged; Economically Deprived Population; Economics; Education; Elements; Emotional; Equilibrium; Ethnic Origin; Family; Feeling; Foundations; Funding; Generations; Goals; Growth; Health; Health Status; Home environment; Inequality; Intervention; Interview; Investigation; Latino; Learning; Life; Life Cycle Stages; Long-Term Effects; Low income; Maintenance; Maps; Marriage; Medicine; Mental Health; Methods; Minority; Modeling; Morbidity - disease rate; National Institute of Child Health and Human Development; Nursery Schools; Pain; Parents; Pathway interactions; Pattern; Plant Roots; Policies; Population; Poverty; Process; Psychological reinforcement; Public Health; Race; Reading; Relative (related person); Reproduction; Research; Risk; Role; Schools; Scientist; Side; Social Mobility; Social Policies; Social Work; Societies; Socioeconomic Status; Stratification; System; Techniques; Testing; Time; Translations; Work; Youth; career; child well being; coping; design; developmental psychology; ear infection; early childhood; elementary school; ethnic minority population; health inequalities; mortality; peer; programs; social; socioeconomics; teacher

DESCRIPTION (provided by applicant): This project investigates the degree to which higher rates of health problems among race/ethnic minority children of all economic strata and among poor children from all race/ethnic populations prior to the start of elementary school put them at an academic disadvantage once elementary school has begun. Because health is a policy amenable developmental factor and the transition to elementary school is a critical intervention point in the educational career, such research provides leverage in attempts to address the persistent, overlapping race/ethnic and economic gaps in educational attainment in the early life course that forecast increasing inequalities in social mobility, morbidity, and mortality in adulthood. Drawing on a classic theoretical perspective that targets the development processes surrounding the transition into elementary school as fundamental to demographic disparities in educational attainment, this project puts forward and tests a conceptual model positing that the poorer physical and mental health of African-American and Latino/a children (controlling for economic status) and of economically disadvantaged children (controlling for race/ethnicity) in the pre-school years contribute to their lower rates of academic achievement in school. Importantly, this project will also explore the mechanisms underlying the academic risks of early health problems and identify aspects of family organization, pre-school programs, elementary school classrooms, and home-school partnerships that protect against these academic risks in general and in traditionally disadvantaged populations in particular. A team of population scientists working with senior consultants from medicine, developmental psychology, and social work will conduct this research. Specifically, this team will apply multi-level, growth curve, and propensity score techniques to two NIH-funded data sets the Fragile Families and Child Well-Being Study, which oversamples the disadvantaged side of the socioeconomic spectrum of American families, and the NICHD Study of Early Child Care and Youth Development, which oversamples the more advantaged side and then supplement this quantitative investigation with analysis of qualitative data to be collected from teachers and parents in a low-income, racially diverse elementary school. This interdisciplinary, theoretically grounded, mixed-methods investigation is specifically designed to elucidate the role of child health in the reproduction of overlapping systems of race/ethnic and economic stratification in ways that directly inform social policy.This project delves into a timely and significant public health issue: the contribution of the connection between health problems and academic struggles in early childhood to the race/ethnic and economic stratification of American society. The main goals are to determine a means by which demographic inequalities are transmitted across generations in ways that affect population rates of morbidity and mortality and then to identify potential policy-amenable remedies to this process.

说明(由申请人提供)：该项目调查所有经济阶层的种族/少数民族儿童和所有种族/族裔的贫困儿童在小学开始之前的较高健康问题比率在多大程度上使他们在小学开始后处于学习劣势。由于健康是一个符合政策的发展因素，而向小学的过渡是教育事业中的一个关键干预点，这类研究提供了杠杆作用，试图解决在生命早期阶段在教育程度方面长期重叠的种族/族裔和经济差距，这些差距预示着成年后社会流动性、发病率和死亡率方面的不平等日益加剧。该项目采用了一种经典的理论观点，将小学阶段的发展过程作为教育程度人口差异的根本原因，提出并检验了一个概念模型，该模型假定，非洲裔美国人和拉丁裔/a儿童(控制经济地位)和经济困难儿童(控制种族/族裔)在学龄前几年的身心健康状况较差是导致他们在校学习成绩较低的原因之一。重要的是，该项目还将探索早期健康问题的学术风险的潜在机制，并确定家庭组织、学前计划、小学教室和家庭-学校合作伙伴关系的各个方面，以防范这些学术风险，特别是在传统上处于不利地位的人群。一个由人口科学家组成的团队将与来自医学、发展心理学和社会工作的资深顾问一起进行这项研究。具体地说，这个团队将把多层次、增长曲线和倾向评分技术应用于NIH资助的两个数据集：脆弱家庭和儿童福祉研究和NICHD早期托儿和青年发展研究，前者过度抽样美国家庭社会经济光谱中的弱势方面，后者过度抽样优势方面，然后用从低收入、种族多元化小学的教师和家长那里收集的定性数据分析来补充这项定量调查。这项跨学科、理论基础、混合方法的调查专门旨在阐明儿童健康在以直接为社会政策提供信息的方式再现种族/民族和经济分层重叠系统中的作用。该项目深入探讨一个及时而重要的公共卫生问题：儿童早期健康问题和学业挣扎之间的联系对美国社会的种族/民族和经济分层的贡献。主要目标是确定一种手段，使人口不平等以影响人口发病率和死亡率的方式代代相传，然后确定这一进程的潜在政策补救办法。