Educational Trajectories & Health: when People finish School and how it matters

教育轨迹

• 批准号: 9929261
• 负责人: IRENE H YEN
• 金额: $ 7.25万
• 依托单位: UNIVERSITY OF CALIFORNIA, MERCED
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-30 至 2021-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9929261
• 关键词: Address; Affect; African American; Behavior; Body mass index; Characteristics; Child Rearing; Chronic; Communities; Data; Data Set; Diabetes Mellitus; Dropout; Drops; Economics; Education; Educational Activities; Educational Background; Elderly; Ethnic Origin; Family; Family Characteristics; Family dynamics; Geographic Locations; Health; Health Status; Health behavior; High School Student; Individual; Interruption; Interview; Left; Life; Life Cycle Stages; Link; Longitudinal Studies; Measures; Mental Depression; Methods; Morbidity - disease rate; Obesity; Outcome; Parents; Policies; Population Heterogeneity; Public Health; Public Health Education; Qualitative Methods; Race; Reasons for Geographic And Racial Differences in Stroke; Research; Residential Mobility; Respondent; Role; Schools; Sequence Analysis; Social Network; Spouses; Structure; Student Dropouts; Students; Techniques; Time; Unemployment; United States National Institutes of Health; Woman; Work; Youth; adverse childhood events; base; cohort; college; design; emerging adult; experience; follow-up; frontier; high school; human capital; men; mortality; public health relevance; racial and ethnic; sex; social; social capital; theories

PROJECT SUMMARY (ABSTRACT) Education is a recognized social factor with important implications for health. Educational attainment is associated with mortality and morbidity for a variety of conditions and behaviors. We know less about the mechanisms that connect education to health. In January 2016, NIH released, “Education and Health: New Frontiers” (PAR 16-080) to delve further into this topic. We propose a mixed methods approach to address our overall aim – to investigate if and how different education trajectories affect health and how this association may differ by sex, race/ethnicity, and family and school circumstances. Educational trajectories refer to how people attain their education status, such as high school or college graduate, over time. We will first analyze the 1979 and 1997 waves of data of the National Longitudinal Study of Youth (NLSY). Then, based upon these findings, we will conduct semi-structured interviews in three diverse populations across the US to explore possible mechanisms for the associations observed quantitatively. Finally, we will go to an additional secondary dataset, Reasons for Geographic and Racial Differences in Stroke (REGARDS) that will allow us to explore the possible roles of some of the mechanisms identified qualitatively. The Specific Aims for our mixed methods study are: 1) Using both theory-driven and sequence analysis (data-driven) techniques, determine what the most common education trajectories are for the NLSY 1979 and 1997 cohorts. Examples include: a) straight through or “uninterrupted”; b) dropped out of high school; and c) “interrupted high school,” where students left but returned subsequently to get a high school diploma or a GED. Comparable examples are possible for a college degree, with the additional example of graduated from high school, went to work or unemployed, then went to college; 2)Investigate how educational trajectories are associated with body mass index and obesity, chronic conditions, depression, and mortality. 2a) How do the relationships differ by sex, race/ethnicity, and family characteristics (e.g. maternal education attainment, adverse childhood experiences (in the 1979 cohort)); 2b) How do the relationships differ by school characteristics (e.g. dropout rate, economic composition), school policies, and schooling social milieu (e.g. education level of people in the same community) ? School characteristics include racial/ethnic composition of the school, dropout rate of the school, and/or economic composition of students attending the school. Social milieu includes education level of people in the same community; 3) Based on the results of Aim #2, use intensive semi-structured one-one-one interviews of qualitative methods of people with different demographic characteristics (i.e. men and women; White, African American etc) and educational trajectories in different geographic areas to investigate potential mechanisms linking education trajectories to health, e.g. family dynamics, residential mobility, access to financial and social capital, 4) Based on results from Aim #3, investigate the identified mechanisms with the NLSY79, NLSY97, and Reasons for Geographic and Racial Differences in Stroke (REGARDS) studies.

项目摘要（摘要） 教育是公认的社会因素，对健康有重要影响。教育程度是 与各种条件和行为的死亡率和发病率相关。我们对 将教育与健康联系起来的机制。 2016年1月，NIH发行了“教育与健康：新的 边界”（第16-080杆），进一步深入研究该主题。 我们提出了一种解决我们总体目标的混合方法方法 - 调查不同的教育轨迹是否以及如何影响健康以及这种关联如何因性别，种族/种族以及家庭和学校环境而有所不同。教育轨迹是指人们如何随着时间的推移获得高中或大学毕业生的教育状况。我们将首先分析1979年和1997年的国家纵向研究（NLSY）的数据浪潮。 然后，根据这些发现，我们将在美国三个潜水员人群中进行半结构化访谈，以探索定量观察到的关联的可能机制。最后，我们将额外去 次要数据集，地理和种族差异的原因（问候），这将使我们能够 探索定性确定的某些机制的可能作用。我们混合的具体目标 方法研究是：1）使用理论驱动和序列分析（数据驱动）技术，确定 最常见的教育轨迹是NLSY 1979年和1997年的同伙。示例包括：a） 直通或“不间断”； b）辍学； c）“中断高中”， 学生离开，但随后回来以获得高中文凭或GED。可比的例子是 可能获得大学学位，还有其他高中毕业的例子，去上班或 失业，然后上大学； 2）研究教育轨迹与体重如何相关 指数和肥胖，慢性病，抑郁和死亡率。 2a）关系如何通过性别与众不同， 种族/种族和家庭特征（例如物物教育成就，不利的童年经验 （在1979年的队列中）； 2b）这些关系如何通过学校特征（例如辍学率，经济）不同 组成），学校政策和学校社会环境（例如，同一人的教育水平 社区） ？学校特征包括学校的种族/民族组成，学校的辍学率， 和/或参加学校的学生的经济组成。社会环境包括教育水平 在同一社区； 3）根据AIM＃2的结果，使用密集的半结构一对一 具有不同人口特征的人的定性方法的访谈（即男性和女人； 白人，非裔美国人等）和不同地理区域的教育轨迹，以调查潜力 将教育轨迹与健康联系起来的机制，例如家庭动态，住宅流动性，访问 金融和社会资本，4）基于AIM＃3的结果，研究已确定的机制 NLSY79，NLSY97以及中风（有关）研究的地理和种族差异的原因。