School-based racial segregation, social support, and late-life cognitive function in the Study of Healthy Aging in African Americans (STAR).

ABSTRACT:

Introduction

School-based social support for Black students may mediate or modify the association between school segregation and late-life cognition.

Methods

Study of Healthy Aging in African Americans participants (n = 574) reported segregated school attendance and school-based social support. Associations of segregated schooling with domain-specific cognitive outcomes and effect modification or mediation by school-based social support were evaluated with linear mixed models.

Results

Segregated school attendance was associated with increased likelihood of school-based social support. Segregated (vs. desegregated in 6th grade) school attendance was associated with lower executive function (β = -0.18 [-0.34, -0.02]) and semantic memory z-scores (β = -0.31 [-0.48, -0.13

SUBMITTER: Gutierrez S 

PROVIDER: S-EPMC11497676 | biostudies-literature | 2024 Sep

REPOSITORIES: biostudies-literature