Racial disparities in school discipline: Examining the complex interactions between neurobiological, environmental, and school-based determinants of health within the ABCD Study

学校纪律中的种族差异：ABCD 研究中神经生物学、环境和学校健康决定因素之间复杂的相互作用

• 批准号: 10569434
• 负责人: Erin L Thompson
• 金额: $ 11.29万
• 依托单位: FLORIDA INTERNATIONAL UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-25 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10569434
• 关键词: Academia; Address; Adolescent; Applied Research; Brain; COVID-19; Child Health; Clinical; Clinical Research; Color; Complement; Complex; Data; Development; Discipline; Discrimination; Distal; Distance Learning; Evaluation; Exposure to; Future; Health; Health Disparities Research; Hybrids; Interdisciplinary Study; Intervention Studies; Knowledge; Lead; Learning; Life; Longevity; Longitudinal Studies; Mediating; Medical; Modeling; Neurites; Neurobiology; Outcome; Pathway interactions; Performance; Policies; Poverty; Process; Psychologist; Psychopathology; Race; Research; Research Personnel; Research Training; Risk; Risk Factors; School Drop-Outs; Schools; Stress; Student Dropouts; Students; Suspensions; Testing; Theoretical model; Time; Training; Trauma; United States; Violence; Youth; base; brain volume; childhood adversity; cognitive development; coping; density; educational atmosphere; executive function; experience; falls; health disparity; improve minority health; improved; interdisciplinary approach; knowledge base; minority children; minority health disparity; minority stress; neurobiological mechanism; pandemic disease; perceived discrimination; programs; racial and ethnic disparities; racial disparity; skills; social structure; stressor; theories

Project Summary/Abstract Educational attainment is a health disparities issue. School dropout is one of the strongest predictors of health disparities across the lifespan, and improving educational outcomes has the potential to save eight times more lives than medical advances. Dropping out of school is the culmination of a longer process of school disengagement that starts much earlier in development. Fortunately, school disengagement is a modifiable health determinant. However, a clearer understanding of the complex interactions among multiple, upstream risk factors for school disengagement is needed to guide the development and evaluation of school-based programming aimed at reducing distal health disparities. Exclusionary disciplinary practices (EDPs) in schools, such as detentions and suspensions, are consistently associated with school disengagement. They are also disproportionately used against students of color, which may lead to perceived discrimination and further school disengagement, underscoring the notion that EDPs can be a form of race-based trauma. Due to structural and institutional inequities, minority youth are also at increased risk for experiencing childhood adversity, and mounting evidence suggests that experiencing childhood adversity lowers tolerance to coping with later stressors. Thus, experiencing an EDP may be particularly harmful among minority youth previously exposed to childhood adversity. Neurobiological functioning associated with childhood adversity may partially explain this process. Guided by theories of neurobiological and minority stress, the specific research aims of the proposed project include: 1) Determining whether discrimination mediates the associations between EDPs and school disengagement; 2) Examining whether childhood adversity moderates the associations between EDPs, discrimination, and school disengagement; 3) Examining whether neurobiological factors associated with childhood adversity moderate the associations between EDPs, discrimination, and school disengagement; and 4) Exploring how COVID-19 and remote-learning environments influenced the associations between EDPs, discrimination, and school disengagement. This K01 proposal will be achieved by leveraging data from the ongoing Adolescent Brain Cognitive Development (ABCD) Study, a ten-year longitudinal study examining brain development and child health among 11,878 youth within the United States. To build upon my expertise in developmental psychopathology, I require advanced training in (1) neurobiological sciences applied to childhood adversity; (2) quantitative analyses related to longitudinal, finite mixture modeling; (3) school-based determinants of health and their associations with minority health and health disparities; (4) addressing social and structural inequities within clinical, research, and academic settings; and (5) achieving scientific independence as a health-disparities researcher. This project complements my previous training as a clinical psychologist and will enable me to pursue a future line of independent, health disparities research using a neurobiological, trauma-informed, school-based framework.

项目摘要/摘要 教育成就是一个健康差异问题。学校辍学是健康的最强预测指标之一 整个生命周期的差异以及改善教育成果有可能节省八倍 生活比医疗进步。辍学的是更长的学校过程的高潮 脱离接触从开发开始得多。幸运的是，学校脱离接触是可修改的 健康决定因素。但是，对多个上游之间的复杂相互作用有更清晰的理解 需要进行学校脱离接触的风险因素来指导基于学校的发展和评估 旨在减少远端健康差异的编程。学校的排他性纪律实践（EDP）， 诸如拘留和停职始终与学校脱离接触有关。他们也是 与有色学生的学生不成比例地使用，这可能会导致歧视和进一步的歧视 学校脱离接触，强调了EDP可以是基于种族的创伤的一种观念。由于 结构性和机构不平等，少数族裔青年也有增加童年的风险 逆境和越来越多的证据表明，经历儿童逆境会降低应对的容忍度 带有更高的压力源。因此，以前在少数民族青年中经历EDP可能特别有害 暴露于童年的逆境。与儿童逆境相关的神经生物学功能可能部分 解释这个过程。在神经生物学和少数族裔压力理论的指导下，具体研究的目的 拟议的项目包括：1）确定歧视是否介导了EDP之间的关联 和学校脱离接触； 2）检查儿童逆境是否调节 EDP​​，歧视和学校脱离接触； 3）检查神经生物学因素是否与 童年时期的逆境适应EDP，歧视和学校脱离接触之间的关联； 4）探索COVID-19和远程学习环境如何影响 EDP​​，歧视和学校脱离接触。该K01提案将通过利用数据来实现 正在进行的青少年脑认知发展（ABCD）研究，一项为期十年的纵向研究 美国11878名青年的大脑发育和儿童健康。以我的专业知识为基础 在发育心理病理学中，我需要（1）适用于（1）神经生物学科学的高级培训 童年逆境； （2）与纵向有限混合物建模有关的定量分析； （3）基于学校的 健康的决定因素及其与少数族裔健康和健康差异的关联； （4）解决社会 以及临床，研究和学术环境中的结构不平等； （5）实现科学 独立作为健康分散性研究人员。这个项目补充了我以前作为临床的培训 心理学家，将使我能够使用A进行独立的独立健康差异研究。 神经生物学，创伤性，基于学校的框架。