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.

项目概要/摘要 教育程度是一个健康差异问题。辍学是健康最有力的预测因素之一 整个生命周期的差异，以及改善教育成果有可能节省八倍以上 生命的进步胜过医学的进步。辍学是一个较长的学校过程的顶峰 脱离接触在开发过程中就开始得更早。幸运的是，脱离学校是可以改变的 健康决定因素。然而，更清楚地了解多个上游之间的复杂相互作用 需要了解学校脱离的风险因素来指导校本教育的发展和评估 旨在减少远端健康差距的规划。学校的排斥性纪律处分（EDP）， 留校和停学等行为始终与学校脱离联系有关。他们也是 不成比例地针对有色人种学生，这可能会导致明显的歧视并进一步 学校脱离接触，强调了 EDP 可能是基于种族的创伤的一种形式。由于 由于结构和制度上的不平等，少数族裔青年经历童年的风险也增加 逆境，越来越多的证据表明，经历童年逆境会降低应对逆境的容忍度 以及后来的压力源。因此，经历 EDP 可能对以前的少数族裔青年特别有害 童年遭遇逆境。与童年逆境相关的神经生物学功能可能部分地 解释一下这个过程。以神经生物学和少数民族压力理论为指导，具体研究目标 拟议的项目包括： 1) 确定歧视是否介导 EDP 之间的关联 以及学校停课； 2）检验童年逆境是否调节了两者之间的关联 EDP​​、歧视和学校脱离； 3）检查神经生物学因素是否相关 童年逆境缓和了 EDP、歧视和辍学之间的关联； 4) 探索 COVID-19 和远程学习环境如何影响之间的关联 EDP​​、歧视和学校脱离。该 K01 提案将通过利用以下数据来实现： 正在进行的青少年大脑认知发展（ABCD）研究，一项为期十年的纵向研究 美国 11,878 名青少年的大脑发育和儿童健康。以我的专业知识为基础 在发展精神病理学方面，我需要（1）神经生物学科学方面的高级培训 童年的逆境； (2) 与纵向、有限混合建模相关的定量分析； （三）校本 健康的决定因素及其与少数群体健康和健康差异的关系； (4) 解决社会问题 以及临床、研究和学术环境中的结构性不平等； (5) 实现科学化 作为健康差异研究者的独立性。这个项目补充了我之前作为临床医生的培训 心理学家，将使我能够利用以下方法进行未来的独立健康差异研究： 神经生物学、创伤知情、基于学校​​的框架。