Risk Factors: Development African American Youth

风险因素：非洲裔美国青年的发展

• 批准号: 7084841
• 负责人: MARGARET RUTH BURCHINAL
• 金额: $ 7.3万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-04-01 至 2008-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7084841
• 关键词: African American; academic achievement; adolescence (12-20); behavioral /social science research tag; child psychology; clinical research; depression; developmental psychology; family structure /dynamics; human data; longitudinal human study; middle childhood (6-11); parent offspring interaction; peer group; preschool child (1-5); schools; socioeconomics; socioenvironment; statistics /biometry

DESCRIPTION (provided by applicant): The proposed study, in response to NIH Program Announcement PA-05-093, Secondary Data Analysis Based on the NICHD Study of Early Child Care and Youth Development (NICHD SECCYD), seeks to conduct secondary data analysis of the NICHD SECCYD to replicate and extend findings that describe pathways through which chronic or transitory exposure to multiple risk factors predict academic outcomes among African American youth from early childhood to early adolescence. Although children exposed to multiple social risk factors often enter school with less developed academic skills and more socio-emotional difficulties and fall further behind their more advantaged classmates during their school years, many children from risky contexts succeed in school. African-American children, unfortunately, are more likely to experience such adversity than their white peers, and this appears to contribute to the widening achievement gap between African American and their white peers during middle childhood and adolescence. Understanding the child, family, and school factors during early and middle childhood that affect the school success and adjustment of African American children is critical to promoting their academic achievement, and thereby, opportunities as adults. The specific objectives of this study are to: a) describe the extent to which the severity, timing, and duration of exposure to multiple social risk factors relate to African American children's academic achievement and school adjustment; b) determine the extent to which exposure to multiple risks relates to youth's academic achievement and adjustment through its association with child characteristics (language, ethnic identity, peer relations), family characteristics (maternal depression, responsive and stimulating parenting), and school characteristics (teacher/student relationship); and c) test whether the selected child, family, and school characteristics serve as protective factors in the presence of adversity for African American youth. Study participants are the 176 African American children and their families in the SECCYD whose language, early literacy skills, and family and school environments have been prospectively documented since infancy through sixth grade. Growth curve analyses will relate academic outcomes to multiple risk indices that reflect extent, timing, and duration of exposure to adversity. Analyses will test whether hypothesized factors serve as mediating or protective factors in relating exposure to multiple risk factors to school competence. Study findings should have important implications for the sociocultural factors that affect the school success of African American adolescents and guide intervention efforts directed at reducing risk and promoting success in school competence.

描述（由申请人提供）：拟议的研究，响应NIH计划公告PA-05-093，基于对早期儿童保育和青年发展的NICHD研究（NICHD SECCYD）的二级数据分析（NICHD SECCYD），试图对NICHD SECCYD进行二级数据分析，以复制和扩展对年轻人的跨性别因素的途径，以扩展途径，以预测年轻的年轻人，以预测多个年轻人的年轻人，以预测多个年轻人。尽管暴露于多个社会风险因素的孩子经常进入学术技能和更多社会情感困难，并在他们的学年期间进一步落后于他们较优势的同学，但许多来自风险的孩子的孩子在学校中成功。不幸的是，非洲裔美国儿童比白人同龄人更有可能经历这种逆境，这似乎有助于在童年和青春期中期非裔美国人与白人同龄人之间的成就差距扩大。在童年和中期，了解影响学校成功和适应非洲裔美国儿童的孩子，家庭和学校因素对于促进他们的学术成就至关重要，从而成为成年人的机会至关重要。这项研究的具体目标是：a）描述多种社会风险因素的严重程度，时机和持续时间与非洲裔美国儿童的学术成就和学校调整有关的程度； b）确定通过与儿童特征（语言，种族认同，同伴关系），家庭特征（孕产妇抑郁，反应迅速和刺激育儿）和学校特征（教师/学生关系）相关联的多种风险的程度与青少年的学术成就和调整有关； c）测试选定的孩子，家庭和学校特征是否可以作为在非洲裔美国青年存在逆境的情况下作为保护因素。研究参与者是176名非裔美国儿童及其家人，他们的语言，早期扫盲技能以及家庭和学校环境从婴儿期至六年级以来就已经被前瞻性地记录在案。成长曲线分析将使学术成果与反映逆境暴露程度，时机和持续时间的多个风险指数有关。分析将测试假设的因素是将接触多个风险因素与学校能力相关的中介或保护因素。研究发现应对影响非裔美国青少年学校成功的社会文化因素具有重要意义，并指导干预工作，旨在降低风险并促进学校能力的成功。