Fothergill Kate E, Ensminger Margaret E, Green Kerry M, Crum Rosa M, Robertson Judith, Juon Hee-Soon
Johns Hopkins University, Bloomberg School of Public Health, Baltimore, MD 21205, USA.
Drug Alcohol Depend. 2008 Jan 1;92(1-3):191-9. doi: 10.1016/j.drugalcdep.2007.08.001. Epub 2007 Sep 14.
Few longitudinal studies have examined the effects of education on drug use disorders among community populations of African Americans. This study explores the impact of multiple early education indicators on later problem drug use in an African American population followed for more than 35 years. The initial cohort comprised all 1st graders (N=1242, 51% female) living in the Woodlawn community of Chicago in 1966. Follow-up assessments were conducted in adolescence (1975-76), early adulthood (1992-93), and mid adulthood (2002-03). One or both adult interviews were completed by 1053 individuals providing information for identifying lifetime drug use disorders. Logistic regression with multiple imputation revealed several important relationships between early education indicators and DSM-III-R/DSM-IV drug use disorders. Specifically, the risk for adult problem drug use was related to: underachievement in 1st grade; low 7th and 8th grade standardized math scores; both suspension from and skipping school in adolescence; not having a high school diploma (compared to having a college degree), and having a diploma or GED (compared to having a college degree). Also, 1st graders characterized as shy by their teachers were less likely to develop problem drug use in adulthood. Results indicate potential opportunities for targeted intervention at multiple life stages.
很少有纵向研究考察教育对非裔美国人社区人群药物使用障碍的影响。本研究探讨了多个早期教育指标对一个随访超过35年的非裔美国人社区后期药物使用问题的影响。初始队列包括1966年居住在芝加哥伍德朗社区的所有一年级学生（N = 1242，51%为女性）。在青少年期（1975 - 1976年）、成年早期（1992 - 1993年）和成年中期（2002 - 2003年）进行了随访评估。1053人完成了一次或两次成人访谈，提供了用于识别终生药物使用障碍的信息。多重填补的逻辑回归揭示了早期教育指标与DSM - III - R/DSM - IV药物使用障碍之间的几个重要关系。具体而言，成人药物使用问题的风险与以下因素有关：一年级成绩不佳；七年级和八年级数学标准化成绩低；青少年期被停学和逃学；没有高中文凭（与拥有大学学位相比），以及拥有文凭或同等学历证书（与拥有大学学位相比）。此外，被教师评为害羞的一年级学生在成年后出现药物使用问题的可能性较小。结果表明在多个生命阶段进行有针对性干预的潜在机会。
