The effect of intergenerational education on cognitive outcomes for and among Latinos in the United States

代际教育对美国拉丁裔认知结果的影响

• 批准号: 10592247
• 负责人: Erika Meza
• 金额: $ 2.46万
• 依托单位: UNIVERSITY OF CALIFORNIA, SAN FRANCISCO
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-04-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10592247
• 关键词: Adult; Age; Aging; Alzheimer' s Disease; Alzheimer' s disease related dementia; Alzheimer' s disease risk; Child; Cognitive; Cognitive aging; Country; Data; Dementia; Development; Economic Policy; Economics; Education; Educational Intervention; Educational Status; Elderly; Face; Family; First Generation College Students; Gender; Generations; Goals; Health; Health and Retirement Study; Heterogeneity; Impaired cognition; Improve Access; Incidence; Individual; Inequality; Intervention; Investigation; Knowledge; Latino; Latino Population; Link; Measures; Mentors; Methods; Neurocognitive; Not Hispanic or Latino; Outcome; Parents; Population; Recording of previous events; Research; Research Personnel; Respondent; Risk Marker; Role; Shapes; Social Policies; Statistical Methods; Study of Latinos; Subgroup; Time; Training; United States; Variant; Work; career; cognitive function; cognitive impairment no dementia; cognitive performance; cohort; college; dementia risk; demographics; epidemiology study; high school; human old age (65+); insight; intergenerational; middle age; migration; modifiable risk; offspring; population based; prevent; social; social determinants; social health determinants

PROJECT SUMMARY By 2060, the number of individuals in the US living with Alzheimer’s disease and related dementias (ADRDs) is projected to triple to about 13.9 million. Provided that the number of Latinos aged 65 and older is expected to quadruple over the same time period, Latinos will face the largest increase in ADRD cases. Few studies include enough Latino respondents to evaluate the impact of societal ADRDs determinants compared to non- Latino whites and among Latino subgroups (e.g. gender, country of origin and age at migration). This growing population and significant gap in research demonstrate the need to understand societal-level drivers of ADRDs for and among Latinos in the US. Education has been established as a strong predictor of risk for ADRDs, however, the role of inter-generational education (i.e. the intersection of one’s own education with the education of one’s parents’ and/or one’s children) and cognitive outcomes remains largely unknown. In particular, little is known about how intergenerational educational attainment may influence cognitive aging differently for Latinos (vs. non-Latino whites) and among Latino subgroups (e.g. foreign-born vs US-born). Given the heterogeneity of Latinos in the US and dynamic changes in demographics and educational attainment with each new generation, it is critical to understand the impact of intergenerational education on ADRDs for Latinos in the US. The goal of this proposal is to evaluate the relationship between intergenerational education and cognitive outcomes among Latinos and for Latinos compared to non- Hispanic whites in the US. Specifically, this study will evaluate the association between a first-generation (i.e. first in one’s family to achieve a specific level of education) compared to multi-generational (i.e. second or higher generation) high school education and cognitive outcomes among Latino older adults (ages 50-86) by gender, nativity and age at migration in the Study of Latinos – Investigation of Neurocognitive Aging (SOL- INCA) (Aim 1) and for Latino adults compared to non-Hispanic whites in the Health and Retirement Study (HRS) (Aim 2). Finally, the proposed study will evaluate the relationship between study respondents’ offspring educational attainment and their own cognitive decline and incident dementia or CIND in Latinos compared to non-Hispanic whites in HRS (Aim 3). The proposal will provide valuable insight on intergenerational education as a modifiable risk factor for ADRDs in Latinos and will inform population-level interventions to prevent ADRDs by improving access to education. The proposed training, guided by an exemplary mentoring team, will prepare me for a career as an independent researcher in ADRDs among US Latinos by advancing my applied knowledge of statistical methods and content expertise needed for rigorous epidemiologic research on this important topic.

项目摘要 到2060年，美国患有阿尔茨海默氏病和相关痴呆症（ADRDS）的个人人数是 预计将达到三倍，约为1390万。前提是预计65岁及以上的拉丁美洲人数量将 在同一时期，拉丁美洲人将面临ADRD​​案件的最大增长。很少的研究 包括足够的拉丁裔受访者，以评估与非非 - 拉丁裔白人和拉丁裔亚组（例如，性别，起源国和移民时代）。这个成长 人口和研究的巨大差距表明需要了解ADRD的社会级别驱动力 在美国的拉丁美洲人中。教育已被建立为ADRD风险的有力预测指标， 但是，代际教育的作用（即，自己的教育与 对父母和/或一个孩子的教育）和认知结果在很大程度上尚不清楚。 特别是，关于代际教育程度如何影响认知衰老的知识知之甚少 对于拉丁美洲人（与非拉丁裔白人）和拉丁裔亚组（例如外国出生与美国出生）的情况有所不同。 鉴于拉丁美洲人在美国的异质性以及人口统计学和教育的动态变化 与每个新一代成就，了解际教育对 在美国为拉丁美洲人提供的adrds。该提议的目的是评估 与非 - 在美国的西班牙白人。具体而言，这项研究将评估第一代之间的关联（即 与多代相比（即第二或 更高的一代）在拉丁裔老年人中的高中教育和认知结果（50-86岁） 拉丁美洲人研究中的性别，耶稣诞生和年龄 - 神经认知衰老的研究（sol- 与非西班牙裔白人相比，INCA）（AIM 1）和拉丁裔成年人在健康和退休研究中 （HRS）（目标2）。最后，拟议的研究将评估研究受访者后代之间的关系 与拉丁美洲人的教育程度以及他们自身的认知下降和痴呆症或cind相比 HRS中的非西班牙裔白人（AIM 3）。该提案将提供有关代际教育的宝贵见解 作为拉丁裔ADRD的可修改风险因素，并将告知人口级干预措施以防止 通过改善接受教育的机会，ADRD。拟议的培训在典范心理的指导下 团队，将为我做好准备，为我在美国拉丁裔中的ADRDS独立研究人员做好准备。 促进我对严格所需的统计方法和内容专业知识的应用知识 关于这个重要主题的流行病学研究。