Assari Shervin
Charles R Drew University of Medicine and Science, Los Angeles, CA, USA.
J Health Econ Dev. 2019 Spring;1(1):21-31.
As suggested by the Minorities' Diminished Returns (MDR) theory, socioeconomic status (SES) systemically results in smaller outcomes for non-Whites compared to Whites. We still know very little about diminished trans-generational returns of SES resources such as parental educational attainment (PEA).
This cross-sectional study explored racial variation in the effect of PEA on the college students' grade point average (GPA) in the US.
The Healthy Mind Study (HMS, 2016-2017) is a national telephone of college students in the US. The total sample was 18,072 domestic undergraduate college students who were either non-Hispanic Whites ( = 16,718; %92.50) or non-Hispanic Blacks ( = 1,354; %7.50). The independent variable was PEA. The main outcome was GPA measured using self-reported data. Age, gender, sexual orientation, transgender status, and financial difficulty were covariates. Race/ethnicity was the effect modifier. Linear regression models were used to analyze the data.
Overall, higher PEA was associated with a higher GPA, independent of all possible confounders. Race/ethnicity, however, showed a significant interaction with PEA on students' GPA, indicating a smaller positive effect of PEA on non-Hispanic Blacks compared to non-Hispanic Whites college students' GPA. Race/ethnicity stratified models also showed a larger effect for White than Black students.
The boosting effect of PEA in GPA is smaller for Black compared to White college students. US should systematically reduce extra costs of upward social mobility for racial and ethnic minority families.
正如少数族裔回报递减（MDR）理论所表明的那样，社会经济地位（SES）系统性地导致非白人比白人获得的成果更小。我们对诸如父母教育程度（PEA）等SES资源的代际回报递减仍然知之甚少。
这项横断面研究探讨了在美国PEA对大学生平均绩点（GPA）影响中的种族差异。
健康心灵研究（HMS，2016 - 2017）是一项针对美国大学生的全国性电话调查。总样本为18,072名国内本科大学生，他们要么是非西班牙裔白人（= 16,718；92.50%），要么是非西班牙裔黑人（= 1,354；7.50%）。自变量是PEA。主要结果是使用自我报告数据测量的GPA。年龄、性别、性取向、跨性别状态和经济困难是协变量。种族/族裔是效应修饰因素。使用线性回归模型分析数据。
总体而言，较高的PEA与较高的GPA相关，与所有可能的混杂因素无关。然而，种族/族裔在学生的GPA上显示出与PEA有显著的交互作用，表明与非西班牙裔白人大学生的GPA相比，PEA对非西班牙裔黑人的积极影响较小。种族/族裔分层模型也显示白人学生的影响大于黑人学生。
与白人大学生相比，PEA对黑人大学生GPA的促进作用较小。美国应系统性地减少种族和少数族裔家庭向上社会流动的额外成本。
