ADOLESCENT DRUG USE IN RURAL AMERICA

描述：(申请人摘要) 该项目将提供关于酒精和毒品使用的详细数据和 农村青年中的相关危险因素。调查将被管理到 全国农村学校样本中7-12年级的学生 地区和乡村(县人口和距离大都市的距离 中心)和一个非农村学校的比较样本。这些学校是 非洲裔美国人和墨西哥裔美国人将被过度抽样。(可比数据 关于另一个主要农村少数民族--美国印第安人青年的吸毒问题 组，将从另一个项目中使用。)这项研究还将获得 暴力、受害、高风险吸毒行为的数据，以及 青少年犯罪及其与吸毒的关系。这项研究将使用 用结构方程模型检验个体风险因素之间的关系 了解农村青少年的吸毒和犯罪情况，并确定是否有 这些关系在年龄、性别、种族和乡村方面的差异。 个人风险因素包括社会化特征，如家庭 人际关系、父母监督、学校适应和同龄人影响， 个人特征，如兴奋/冒险、愤怒、情绪化 痛苦、对越轨和社会异化的容忍，以及文化 身份证明。这项研究将使用分层线性建模来 确定不同学校的吸毒率差异与 不同水平的学生的个人和社会风险因素 学校并以社区和学校为特色包括学校 结构、学校不规范、贫困、种族异质性、归因 不平等、社区产业结构、年龄结构、人口 流动性和家庭混乱，以及这些关系是否不同 通过乡村生活。

DESCRIPTION: (Applicant's Abstract) This project will provide detailed data on alcohol and drug use and associated risk factors among rural youth. Surveys will be administered to 7th-12th grade students in a national sample of rural schools stratified by region and rurality (county population and distance from a metropolitan center) with a comparison sample of non-rural schools. Schools that are African-American and Mexican-American will be oversampled. (Comparable data on drug use of American Indian youth, the other major rural ethnic minority group, will be available from another project.) The study will also obtain data on violence, victimization, high risk drug use behaviors, and delinquency and their relationship to drug use. The study will use structural equation modeling to examine how individual risk factors relate to drug use and delinquency of rural youth and determine whether there are differences in those relationships by age, gender, ethnicity, and rurality. Individual risk factors include socialization characteristics such as family relationships, parental monitoring, school adjustment and peer influences, personal characteristics such as excitement/risk seeking, anger, emotional distress, tolerance of deviance and social alienation, and cultural identification. The study will use hierarchical linear modeling to determine how differences in drug use rates across schools are related to different levels of personal and social risk factors among students in those schools and to community and school characteristics including school structure, school normlessness, poverty, ethnic heterogeneity, ascriptive inequality, community industrial structure, age structure, population mobility, and family disorganization, and whether these relationships differ by rurality.