Combined Effects of Ethnicity and Education on Burden of Depressive Symptoms over 24 Years in Middle-Aged and Older Adults in the United States

Assari, Shervin

doi:10.3390/brainsci10040209

Cited by 7 publications

(3 citation statements)

References 97 publications

(150 reference statements)

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“…Wealthy Blacks may be more aware of these glass ceiling effects than poorer ones. Assari [ 31 ], for example, finds that while increasing levels of education have a protective effect on mental health on average, that effect is lower for Blacks than for other races. Additionally, COVID-19 fear among low-income Blacks may be masked by an avoidance strategy that accepts realities that would normally induce toxic, traumatic stress.…”

Section: Discussionmentioning

confidence: 99%

Coping with COVID-19: Differences in hope, resilience, and mental well-being across U.S. racial groups

et al. 2022

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Objectives To explore if the COVID-19 pandemic revealed differences across racial groups in coping, resilience, and optimism, all of which have implications for health and mental well-being. Methods We collect data obtained from four rounds of a national sample of 5,000 US survey respondents in each round from April 2020 to February 2021. Using logistic regression and fixed effects models, we estimate the pandemic impacts on COVID-19 related concerns, social distancing behaviors, and mental health/life satisfaction and optimism for racial/income groups. Results Despite extreme income and health disparities before and during the COVID-19 outbreak, Blacks and Hispanics remain more resilient and optimistic than their White counterparts. Moreover, the greatest difference in resilience, optimism and better mental health—is found between poor Blacks and poor Whites, a difference that persists through all four rounds. Conclusions These deep differences in resilience have implications for the long-term mental health of different population groups in the face of an unprecedented pandemic. Better understanding these dynamics may provide lessons on how to preserve mental health in the face of public health and other large-scale crises.

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Section: Discussionmentioning

confidence: 99%

Coping with COVID-19: Differences in hope, resilience, and mental well-being across U.S. racial groups

et al. 2022

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“…This is partly because educational and personal decisions have weaker economic consequences in Black than White families [ 90 ]. As a result of labor market discrimination [ 91 ], high educated Black families experience financial hardship and remain at risk of poverty [ 55 ].…”

Section: Discussionmentioning

confidence: 99%

Parental Education, Household Income, and Cortical Surface Area among 9–10 Years Old Children: Minorities’ Diminished Returns

Assari

2020

Brain Sciences

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Introduction: Although the effects of parental education and household income on children’s brain development are well established, less is known about possible variation in these effects across diverse racial and ethnic groups. According to the Minorities’ Diminished Returns (MDRs) phenomenon, due to structural racism, social stratification, and residential segregation, parental educational attainment and household income show weaker effects for non-White than White children. Purpose: Built on the MDRs framework and conceptualizing race as a social rather than a biological factor, this study explored racial and ethnic variation in the magnitude of the effects of parental education and household income on children’s whole-brain cortical surface area. Methods: For this cross-sectional study, we used baseline socioeconomic and structural magnetic resonance imaging (sMRI) data of the Adolescent Brain Cognitive Development (ABCD) study. Our analytical sample was 10,262 American children between ages 9 and 10. The independent variables were parental education and household income. The primary outcome was the children’s whole-brain cortical surface area. Age, sex, and family marital status were covariates. Race and ethnicity were the moderators. We used mixed-effects regression models for data analysis as participants were nested within families and study sites. Results: High parental education and household income were associated with larger children’s whole-brain cortical surface area. The effects of high parental education and high household income on children’s whole-brain cortical surface area were modified by race. Compared to White children, Black children showed a diminished return of high parental education on the whole-brain cortical surface area when compared to White children. Asian American children showed weaker effects of household income on the whole-brain cortical surface area when compared to White children. We could not find differential associations between parental education and household income with the whole-brain cortical surface area, when compared to White children, for non-Hispanic and Hispanic children. Conclusions: The effects of parental educational attainment and household income on children’s whole-brain cortical surface area are weaker in non-White than White families. Although parental education and income contribute to children’s brain development, these effects are unequal across racial groups.

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“…To extend the literature on the MDRs phenomenon, [55][56][57][58][59] we compared immigrant and non-immigrant families for the effects of household income on children's depression. We expected an inverse association between family income and children's depression.…”

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confidence: 99%

Household Income and Children’s Depressive Symptoms: Immigrants’ Diminished Returns

Assari

2020

Int J Travel Med Glob Health

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IntroductionChildren from marginalized families, including Hispanics, Blacks, and immigrants, are at an increased risk of undesired developmental outcomes, such as depression. [1][2][3][4][5][6] As early outcomes influence future economic and health consequences, 7-10 it is imperative to close such children's inequalities if we wish to eliminate subsequent disparities later in life. [7][8][9][10] There is a close association between social marginalization and household income. [11][12][13] Social marginalization, immigration status, and household income all have separate, combined, and multiplicative effects on children's developmental outcomes. [11][12][13] This is mainly because both low household income and marginalized social identities are commonly associated with economic adversities, stress, trauma, stigma, and prejudice. [14][15][16][17] Among the strongest social determinants of children's developmental outcomes is household income, a major family economic indicator. [18][19][20][21] Regardless of the domain, many studies have documented a link between low household income and associated poverty and financial distress as major risk factors of behavioral problems and poor health. [22][23][24] High household income, commonly measured by parental educational attainment, is linked to a variety of family economic indicators, such as employment, wealth, and marital status, all of which positively influence children's mental health. [18][19][20][21] Parents with large economic resources can afford to put in higher investment and greater involvement in the lives of their children. [25][26][27] In addition, children from high socioeconomic status (SES) families are sent to better http://ijtmgh.com

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Combined Effects of Ethnicity and Education on Burden of Depressive Symptoms over 24 Years in Middle-Aged and Older Adults in the United States

Cited by 7 publications

References 97 publications

Coping with COVID-19: Differences in hope, resilience, and mental well-being across U.S. racial groups

Coping with COVID-19: Differences in hope, resilience, and mental well-being across U.S. racial groups

Parental Education, Household Income, and Cortical Surface Area among 9–10 Years Old Children: Minorities’ Diminished Returns

Household Income and Children’s Depressive Symptoms: Immigrants’ Diminished Returns

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