ADOLESCENT DRUG USE IN RURAL AMERICA

描述：（申请人摘要） 该项目将提供关于酗酒和吸毒的详细数据， 农村青年的相关风险因素。 将进行调查， 全国农村学校抽样中的7 - 12年级学生， 区域和乡村（县人口和与大都市的距离 以非农村学校为对照样本。 的学校 非裔美国人和墨西哥裔美国人将被过度采样。 （可比数据） 关于美国印第安青年吸毒问题，另一个主要的农村少数民族， 组，将从另一个项目中提供。）该研究还将获得 关于暴力、受害、高危吸毒行为的数据，以及 犯罪及其与吸毒的关系。 本研究将使用 结构方程模型研究个体风险因素如何与 毒品使用和犯罪的农村青年，并确定是否有 这些关系中的年龄，性别，种族和农村的差异。 个体风险因素包括社会化特征，如家庭 人际关系、父母监督、学校适应和同伴影响， 个人特征，如兴奋/风险寻求，愤怒，情绪 痛苦、容忍越轨行为和社会疏远，以及文化 识别. 该研究将使用分层线性模型， 确定学校之间药物使用率的差异如何与 不同程度的个人和社会风险因素的学生在这些 社区和学校的特点，包括学校 结构，学校失范，贫困，种族异质性，归属 不平等，社区产业结构，年龄结构，人口 流动性和家庭解体，以及这些关系是否不同 农村。

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.