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首页> 美国卫生研究院文献>Brain Sciences >Reward Responsiveness in the Adolescent Brain Cognitive Development (ABCD) Study: African Americans’ Diminished Returns of Parental Education
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Reward Responsiveness in the Adolescent Brain Cognitive Development (ABCD) Study: African Americans’ Diminished Returns of Parental Education

机译：青少年大脑认知发展（ABCD）研究中的奖励响应能力：非洲裔美国人父母教育收益的减少

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(1) Background: Reward responsiveness (RR) is a risk factor for high-risk behaviors such as aggressive behaviors and early sexual initiation, which are all reported to be higher in African American and low socioeconomic status adolescents. At the same time, parental education is one of the main drivers of reward responsiveness among adolescents. It is still unknown if some of this racial and economic gap is attributed to weaker effects of parental education for African Americans, a pattern also called minorities’ diminished returns (MDRs). (2) Aim: We compared non-Hispanic White and African American adolescents for the effects of parent education on adolescents RR, a psychological and cognitive construct that is closely associated with high-risk behaviors such as the use of drugs, alcohol, and tobacco. (3) Methods: This was a cross-sectional analysis that included 7072 adolescents from the adolescent brain cognitive development (ABCD) study. The independent variable was parent education. The main outcome as adolescents’ RR measured by the behavioral inhibition system (BIS) and behavioral activation system (BAS) measure. (4) Results: In the overall sample, high parent education was associated with lower levels of RR. In the overall sample, we found a statistically significant interaction between race and parent education on adolescents’ RR. The observed statistical interaction term suggested that high parent education is associated with a weaker effect on RR for African American than non-Hispanic White adolescents. In race-stratified models, high parent education was only associated with lower RR for non-Hispanic White but not African American adolescents. (5) Conclusion: Parent education reduces RR for non-Hispanic White but not African American adolescents. To minimize the racial gap in brain development and risk-taking behaviors, we need to address societal barriers that diminish the returns of parent education and resources in African American families. We need public and social policies that target structural and societal barriers, such as the unequal distribution of opportunities and resources. To meet such an aim, we need to reduce the negative effects of social stratification, segregation, racism, and discrimination in the daily lives of African American parents and families. Through an approach like this, African American families and parents can effectively mobilize their resources and utilize their human capital to secure the best possible tangible outcomes for their adolescents.
机译：（1）背景：奖励响应（RR）是高风险行为（例如攻击行为和早期性行为）的危险因素，据报告，这些行为在非洲裔美国人和低社会经济地位的青少年中较高。同时，父母教育是青少年奖励反应的主要驱动力之一。这种种族和经济差距的某些原因是否归因于非裔美国人的父母教育的影响仍然未知，这种模式也称为少数群体的回报减少（MDR）。 （2）目的：我们比较了非西班牙裔白人和非裔美国人青少年的父母教育对青少年RR的影响，RR是一种心理和认知结构，与高风险行为（如吸毒，酗酒和吸烟）密切相关。 （3）方法：这是一项横断面分析，其中包括来自青少年脑认知发育（ABCD）研究的7072名青少年。自变量是父母的教育程度。行为抑制系统（BIS）和行为激活系统（BAS）衡量的主要结果是青少年的RR。 （4）结果：在总体样本中，较高的父母教育程度与较低的RR相关。在总体样本中，我们发现种族与父母教育对青少年RR的影响具有统计学意义。观察到的统计交互作用术语表明，与非西班牙裔白人青少年相比，父母较高的教育对非裔美国人的RR影响较弱。在按种族分层的模型中，父母的高学历只与非西班牙裔白人的RR降低有关，而与非裔美国青少年的RR则没有关系。 （5）结论：父母教育减少了非西班牙裔白人但非裔美国青少年的RR。为了最大程度地减少大脑发育和冒险行为方面的种族差距，我们需要解决社会壁垒，这些壁垒会减少非洲裔美国人家庭的父母教育和资源回报。我们需要针对结构和社会障碍（例如机会和资源分配不均）的公共和社会政策。为了实现这一目标，我们需要减少非裔美国人父母和家庭日常生活中社会分层，种族隔离，种族主义和歧视的负面影响。通过这样的方法，非洲裔美国家庭和父母可以有效地调动其资源，并利用其人力资本来确保青少年获得最佳的切实成果。

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