Melissa J DuPont-Reyes1, Alice P Villatoro2, Jo C Phelan3, Kris Painter4, Bruce G Link5. 1. School of Public Health, Texas A&M University, College Station, TX. 2. Latino Research Institute, The University of Texas at Austin, Austin, TX. 3. Mailman School of Public Health, Columbia University, New York, NY. 4. National Institute of Independent Living, Disability and Rehabilitation Research, Washington, DC. 5. School of Public Policy, University of California, Riverside.
Abstract
Objective: To investigate effects of school race/ethnic enrollment on mental health in early adolescence by examining both race/ethnic density (percent non-Latinx [NL] White enrollment) and diversity (range/size of all race/ethnic groups enrolled). Variation by student race/ethnic identity is examined as minority stressors are uniquely experienced by race/ethnic minority students. Design: Longitudinal cohort from a broader mental health study. Setting: Fourteen schools in Texas (2011-2015). Participants: Sixth-grade participants (mean age 11.5 years) linked to publicly available data about their school (N=389). Main Outcome Measures: Self-reported depressive-anxious symptoms over a two-year period. Methods: Generalized estimating equations tested main effects of density/diversity on depressive-anxious symptoms across student-reported race/ethnic identity, adjusting for student/school factors. Owing to statistically significant Latinx-group differences by acculturative stress, four unique identities were generated: NL-Black, low-stress Latinx, high-stress Latinx, and NL-White-referent. Points of convergence of student mental health profiles across density/diversity were explored. Results: A significant interaction between density and student race/ethnicity was found (P<.01), with NL-Black and low-stress Latinx vs NL-White students experiencing higher symptoms over the two-year period, net of covariates. In contrast, greater diversity was associated with higher symptoms, net of controls (P<.05). A marginally significant interaction (P=.06) revealed fewer symptoms for high-stress Latinx vs NL-White students. At about 25%, NL-White density and diversity of .5-.6, all students experienced similar mental health profiles. Conclusions: Greater NL-White density increases mental health risk for NL-Black and low-stress Latinx students, while school diversity lowers risk for high-stress Latinx students. These findings demonstrate how educational settings may produce or lessen minority stress.
Objective: To investigate effects of school race/ethnic enrollment on mental health in early adolescence by examining both race/ethnic density (percent non-Latinx [NL] White enrollment) and diversity (range/size of all race/ethnic groups enrolled). Variation by student race/ethnic identity is examined as minority stressors are uniquely experienced by race/ethnic minority students. Design: Longitudinal cohort from a broader mental health study. Setting: Fourteen schools in Texas (2011-2015). Participants: Sixth-grade participants (mean age 11.5 years) linked to publicly available data about their school (N=389). Main Outcome Measures: Self-reported depressive-anxious symptoms over a two-year period. Methods: Generalized estimating equations tested main effects of density/diversity on depressive-anxious symptoms across student-reported race/ethnic identity, adjusting for student/school factors. Owing to statistically significant Latinx-group differences by acculturative stress, four unique identities were generated: NL-Black, low-stress Latinx, high-stress Latinx, and NL-White-referent. Points of convergence of student mental health profiles across density/diversity were explored. Results: A significant interaction between density and student race/ethnicity was found (P<.01), with NL-Black and low-stress Latinx vs NL-White students experiencing higher symptoms over the two-year period, net of covariates. In contrast, greater diversity was associated with higher symptoms, net of controls (P<.05). A marginally significant interaction (P=.06) revealed fewer symptoms for high-stress Latinx vs NL-White students. At about 25%, NL-White density and diversity of .5-.6, all students experienced similar mental health profiles. Conclusions: Greater NL-White density increases mental health risk for NL-Black and low-stress Latinx students, while school diversity lowers risk for high-stress Latinx students. These findings demonstrate how educational settings may produce or lessen minority stress.
Authors: M D Resnick; P S Bearman; R W Blum; K E Bauman; K M Harris; J Jones; J Tabor; T Beuhring; R E Sieving; M Shew; M Ireland; L H Bearinger; J R Udry Journal: JAMA Date: 1997-09-10 Impact factor: 56.272
Authors: Kirstin Painter; Jo C Phelan; Melissa J DuPont-Reyes; Kay F Barkin; Alice P Villatoro; Bruce G Link Journal: Psychiatr Serv Date: 2016-11-15 Impact factor: 3.084
Authors: Richard J Shaw; Karl Atkin; Laia Bécares; Christo B Albor; Mai Stafford; Kathleen E Kiernan; James Y Nazroo; Richard G Wilkinson; Kate E Pickett Journal: Br J Psychiatry Date: 2012-07 Impact factor: 9.319