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: 7920230
• 负责人: ROBERT L CROSNOE
• 金额: $ 32.87万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-08-01 至 2013-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7920230
• 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.

描述（由申请人提供）：该项目调查了所有经济阶层的种族/族裔少数民族儿童以及小学开始之前所有种族/族裔人口的贫困儿童的健康问题的程度，一旦小学开始，他们就处于学术劣势。由于健康是一种政策的发展因素，并且向小学的过渡是教育事业的关键干预点，因此，此类研究为解决早期生活课程中教育程度的持久，重叠的种族/种族/民族和经济差距提供了杠杆作用，以预测社会流动性，富有道德，富有障碍的不平等现象。利用一个经典的理论观点，该观点针对围绕过渡到小学的发展过程，这是教育程度的人口统计学差异的基础，该项目提出并测试了一个概念上的模型，表明，非裔美国人和拉丁裔/拉丁裔/拉丁裔/拉丁裔/较低的儿童（控制经济状况）（控制经济状况）（控制经济的儿童）的身心较差（控制经济状况）（控制经济的儿童）（控制经济上的率）在学校的学术成就。重要的是，该项目还将探讨早期健康问题的学术风险的基础机制，并确定家庭组织，学龄前课程，小学教室和家庭学校伙伴关系的各个方面，这些伙伴关系可以防止这些学术风险总体上，尤其是在传统上遭受不利影响的人群。与医学，发展心理学和社会工作的高级顾问一起工作的人群科学家团队将进行这项研究。具体而言，该团队将在两个NIH资金资助的数据设置脆弱的家庭和儿童福祉研究中应用多层次，增长曲线和倾向得分技术，这使美国家庭的社会经济范围的弱势群体过度示例，以及NICHD的NICHD研究以及对早期儿童护理和年轻人进行质量研究的NICHD研究，并对其进行了质量调查，并将其促进研究，并促进了量化的范围，并涉及对研究的质量研究，并涉及对范围的研究，并涉及量化的数据，并涉及量化的数据，并涉及量化的数据。父母在低收入，种族多样化的小学上。这项跨学科，理论上的，混合方法的调查是专门设计的，旨在阐明儿童健康在种族/种族和经济分层重叠系统中的作用，直接为社会政策提供依据。该项目涉及及时，重要的公共卫生问题：健康问题与早期儿童与经济化的联系与种族/善良的社会之间的联系的贡献。主要目标是确定一种手段，以哪些人口不平等的方式以影响人口发病率和死亡率的方式传播，然后确定对此过程的潜在政策无关的补救措施。