scholarly journals Minorities’ Diminished Returns of Parental Educational Attainment on Adolescents’ Social, Emotional, and Behavioral Problems

Children ◽  
2020 ◽  
Vol 7 (5) ◽  
pp. 49 ◽  
Author(s):  
Shervin Assari ◽  
Shanika Boyce ◽  
Cleopatra H. Caldwell ◽  
Mohsen Bazargan
Keyword(s):  
Educational Attainment ◽  
Behavioral Problems ◽  
Race And Ethnicity ◽  
Parental Education ◽  
Attention Problems ◽  
Emotional And Behavioral Problems ◽  
White Adolescents ◽  
Social Emotional ◽  
Parental Educational Attainment ◽  
Hispanic White

Aim: To compare racial groups for the effect of parental educational attainment on adolescents’ social, emotional, and behavioral problems. Methods: In this cross-sectional study, 10,762 youth from the Adolescent Brain Cognitive Development (ABCD) study were included. The independent variable was parental educational attainment. The main outcomes were (1) anxious and depressed mood, (2) withdrawn and depressed affect, (3) somatic complaints, (4) social and interpersonal problems, (5) thought problems, (6) rule-breaking behaviors, (7) attention problems, and (8) violent and aggressive behaviors. These scores were generated based on parent-reported behavioral problems measured using the Child Behavior Checklist (CBCL). Race and ethnicity were the moderators. Linear regression was used to analyze the ABCD data. Results: Overall, high parental educational attainment was associated with lower scores across all domains. Race and ethnicity showed statistically significant interactions with parental educational attainment on adolescents’ fewer social, emotional, and behavioral problems (all domains), net of all confounders, indicating smaller tangible gains from their parental educational attainment for Black and Hispanic compared to non-Hispanic White adolescents. Conclusions: The protective effects of parental education against social, emotional, and behavioral problems are systematically diminished for Hispanic and Black than non-Hispanic White adolescents.

scholarly journals Parental Educational Attainment and Social Environment of Urban Public Schools in the U.S.: Blacks’ Diminished Returns

Children ◽  
2020 ◽  
Vol 7 (5) ◽  
pp. 44 ◽  
Author(s):  
Shanika Boyce ◽  
Mohsen Bazargan ◽  
Cleopatra H. Caldwell ◽  
Marc A. Zimmerman ◽  
Shervin Assari
Keyword(s):  
Public Schools ◽  
Educational Attainment ◽  
Environmental Risk ◽  
Educational Outcomes ◽  
Parental Education ◽  
Urban Public Schools ◽  
Social Environmental ◽  
Parental Educational Attainment ◽  
Hispanic White ◽  
White Youths

Background: Recent research has documented marginalization-related diminished returns (MDRs) of socioeconomic status (SES), defined as weaker effects of SES indicators, such as parental educational attainment, on securing tangible outcomes for the members of socially marginalized (e.g., racial and ethnic minority) groups, compared to privileged social groups (e.g., non-Hispanic Whites). Aims: To explore race/ethnic differences between non-Hispanic Blacks vs. non-Hispanic Whites who attend urban public schools on the effect of parental education on lower school environmental risk among American high schoolers. Methods: For this cross-sectional study, we borrowed the Education Longitudinal Study (ELS-2002) baseline data, a nationally representative study that enrolled 1706 10th grade youths who were attending urban public schools. From this number, 805 (47.2%) were non-Hispanic Black and 901 (52.8%) were non-Hispanic White youths. The dependent variable was the level of school social environmental risk measured using 18 items as self-reported, and was treated as a continuous variable. The independent variable was parental educational attainment, treated as a continuous measure. Gender, region, and parental marital status were the covariates. Race/ethnicity was the moderating variable. Linear regressions were applied to perform our data analysis. Results: Black students were found to attend schools with higher levels of social environmental risk. Youths with parents with a higher educational attainment were found to attend schools with a lower social environmental risk. We found a significant interaction between race (non-Hispanic Black vs. non-Hispanic White) and parental educational attainment on the level of school social environmental risk, suggesting that the protective effect of high parental education on reducing the school social environmental risk was smaller for non-Hispanic Black than for non-Hispanic White youths. Conclusions: Although high parental educational attainment is protective against social environmental risk for American youths, this protective effect is weaker for non-Hispanic Black than non-Hispanic White youths. The diminished returns of parental education in reducing school social environmental risk may explain why the effects of parental education on educational outcomes are smaller for non-Hispanic Black than non-Hispanic White youths (i.e., MDRs). The social environment indirectly generates racial youth educational disparities through deteriorating non-Hispanic Black youth educational outcomes across all SES levels. To prevent the confounding effects of private, suburban, rural, and Catholic schools, we limited this analysis to public urban schools. More research is needed on other settings.

scholarly journals Mathematical Performance of American Youth: Diminished Returns of Educational Attainment of Asian-American Parents

2020 ◽  
Vol 10 (2) ◽  
pp. 32 ◽  
Author(s):  
Shervin Assari ◽  
Shanika Boyce ◽  
Mohsen Bazargan ◽  
Cleopatra H. Caldwell
Keyword(s):  
Educational Attainment ◽  
Ethnic Minorities ◽  
Asian Americans ◽  
Asian American ◽  
Test Score ◽  
Parental Education ◽  
Mathematical Performance ◽  
Asian American Youth ◽  
Parental Educational Attainment ◽  
Hispanic White

The Marginalization-related Diminished Returns (MDR) phenomenon refers to the weaker effects of parental educational attainment for marginalized groups, particularly ethnic minorities. This literature, however, is limited to Blacks and Hispanics; thus, it is not clear if the MDR phenomenon also applies to the educational performance of Asian Americans or not. To explore ethnic differences in the association between parental educational attainment and youth mathematical performance among 10th-grade American high schoolers, this cross-sectional study used baseline data from the Education Longitudinal Study, a national survey of 10th-grade American youth. The analytical sample included a total number of 10,142 youth composed of 1460 (14.4%) Asian-American and 8682 (85.6%) non-Hispanic youth. The dependent variable was youth math performance (standard test score). The independent variable was parental education. Gender, both parents living in the same household, and school characteristics (% students receiving free lunch, urban school, and public school) were the covariates. Ethnicity was the moderating variable. Linear regression was used for data analysis. Overall, parental educational attainment was positively associated with math ability (test score). We observed a statistically significant interaction between ethnicity (Asian American) and parental education attainment on the results of math test scores, indicating that the boosting effect of high parental educational attainment on youth math function is smaller for Asian-American youth than for Non-Hispanic White youth. While high parental educational attainment contributes to youth educational outcomes, this association is weaker for Asian-American youth than non-Hispanic White youth. Diminished returns (weaker effects of parental education in generating outcomes for ethnic minorities) that are previously shown for Hispanics and Blacks also apply to Asian Americans.

scholarly journals Parental Educational Attainment and Chronic Medical Conditions among American Youth; Minorities’ Diminished Returns

Children ◽  
2019 ◽  
Vol 6 (9) ◽  
pp. 96 ◽  
Author(s):  
Shervin Assari ◽  
Mohsen Bazargan ◽  
Cleopatra Caldwell
Keyword(s):  
Health Disparities ◽  
Educational Attainment ◽  
Race And Ethnicity ◽  
Parental Education ◽  
The United States ◽  
Chronic Medical Conditions ◽  
Medical Conditions ◽  
White Youth ◽  
Highly Educated ◽  
Parental Educational Attainment

Background: Parental educational attainment is protective against chronic medical conditions (CMCs). According to the minorities’ diminished returns (MDRs) theory, however, the health effects of socioeconomic status (SES) indicators are smaller for socially marginalized groups such as racial and ethnic minorities rather than Whites. Aims: To explore racial and ethnic differences in the effect of parental educational attainment on CMCs in a nationally representative sample of American youth. Methods: In this cross-sectional study, we used baseline data of 10,701 12–17 years old youth in the Population Assessment of Tobacco and Health (PATH; 2013). Parental educational attainment was the independent variable. The dependent variable was the number of CMCs in youth. Age, gender, and family structure were covariates. Race and ethnicity were the focal moderators. Linear and multinomial regression were applied to analyze the data. Results: Overall, higher parental educational attainment was associated with a lower number of CMCs. Race and ethnicity, however, showed significant interactions with parental educational attainment on a number of CMCs as well as 2+ CMCs, suggesting that the effect of parenting educational attainment on CMCs is significantly smaller for Black and Hispanic than White youth. Conclusions: In the United States, race and ethnicity alter the health gains that are expected to follow parental educational attainment. While White youth who are from highly educated families are most healthy, Black and Hispanic youth from highly educated families remain at higher risk for CMCs. That means, while the most socially privileged group, Whites, gain the most health from their parental education, Blacks and Hispanics, the least privileged groups, gain the least. The result is a disproportionately high number of CMCs in middle-class Blacks and Hispanics. Economic, social, public, and health policy makers should be aware that health disparities are not all due to lower SES of the disadvantaged group but also diminished returns of SES resources for them. Youth physical health disparities due to race and ethnicity exist across all SES levels.

Using the Church to maximize the potential of learners with special needs

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gina C. Obiakor ◽  
Kristen E. Obiakor ◽  
Festus E. Obiakor ◽  
Kevin Jones
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Behavioral Problems ◽  
Health Professionals ◽  
Emotional And Behavioral Problems ◽  
Social Emotional ◽  
Educational Activities ◽  
The Church

Abstract Learners with special needs experience myriad problems in general and special education. These problems range from minor academic, social, emotional, and behavioral problems to major disenfranchisements, disadvantages, and disillusionments. In addition, these problems can be very intense. As a result, they call for innovative and creative techniques that include using the Church as a spiritual tool in educational activities. As educators and health professionals who are also Christians, we believe using the Church can assist in remediating the plights of these learners with special needs and in maximizing their fullest potential in school and in life. This is the focus of this article.

PRENATAL DIET QUALITY AND CHILD EARLY SOCIAL, EMOTIONAL, AND BEHAVIORAL PROBLEMS

2020 ◽  
Vol 59 (10) ◽  
pp. S259-S260
Author(s):  
Anna Maria Campana ◽  
Leonardo Trasande ◽  
Andrea L. Deierlein ◽  
Sara Long ◽  
Hongxiu Liu ◽  
...  
Keyword(s):  
Diet Quality ◽  
Behavioral Problems ◽  
Emotional And Behavioral Problems ◽  
Social Emotional

Screening for Social, Emotional, and Behavioral Problems at Kindergarten Entry: Utility and Incremental Validity of Parent Report

2015 ◽  
Vol 44 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Julie Sarno Owens ◽  
Jennifer Storer ◽  
Alex S. Holdaway ◽  
Verenea J. Serrano ◽  
Yuko Watabe ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Parent Report ◽  
Incremental Validity ◽  
Emotional And Behavioral Problems ◽  
Social Emotional ◽  
Kindergarten Entry

An Evaluation of Treatment Integrity and Acceptability of Check & Connect

2018 ◽  
Vol 27 (4) ◽  
pp. 246-256 ◽  
Author(s):  
Shu-Chen Tsai ◽  
Lee Kern
Keyword(s):  
Behavioral Problems ◽  
Treatment Integrity ◽  
Treatment Acceptability ◽  
Emotional And Behavioral Problems ◽  
Regression Analyses ◽  
Social Emotional ◽  
High Integrity ◽  
Adult Mentors

The study reports the treatment integrity and acceptability of Check & Connect (C&C), after implementation by 234 adult mentors with 341 students with social, emotional, and behavioral problems. To address the gaps in the treatment acceptability literature, the study further explored (a) the relation between treatment integrity and treatment acceptability of C&C and (b) the predicted effects of variables investigated in the analog studies on mentors’ treatment acceptability ratings. Overall, mentors implemented C&C with high integrity perceived as an acceptable intervention. Regression analyses showed that mentors who perceived C&C as acceptable implemented it with significantly greater integrity than mentors with lower acceptability ratings. Dosage as well as student and mentor characteristics did not predict mentors’ treatment acceptability ratings. Implications for practice and research are discussed.

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