Correlation Between Neighborhood Education and Child Socio-Emotional Development Público
Reed, Kirsten (2017)
Abstract
Socio-emotional competency is not an innate characteristic; the ability to conform to societal norms develops over time, shaped by children's interactions with their environment. Family SES going back at least two generations, as well as neighborhood SES play a role in child socio-emotional outcomes (1-4). However, use of a composite SES measure in most studies makes comparison between studies difficult, and the association of census tract college education percentage with child socio-emotional health has not been studied previously. Multilevel linear models were used in this cross-sectional study to account for the nesting of 13,000 children in census tract quintiles of adult education across the United States in estimating the association between neighborhood education and child socio-emotional health. Analyses were controlled for a variety of child and family characteristics. Maternal education and race were also included in the model as effect modifiers of the neighborhood exposures - child outcomes association. The adjusted effects for child approaches to learning, interpersonal skills, social interaction, and self-control were 0.03 (95% CI: -0.03, 0.09), 0.00 (95% CI: -0.08, 0.07), -0.01 (95% CI: -0.04, 0.03), 0.01 (95% CI: -0.03, 0.04) respectively when comparing the moderate proportion (18.6% - 27.2%) to the highest proportion ( >41.1%) of college educated adults. In addition, adjusted effects for externalizing and internalizing behavior were -0.02 (95% CI: -0.05, 0.02), and 0.00 (95% CI: -0.03, 0.03) respectively. Overall, children residing in tracts with adult college education below 41% (below the highest quintile) expressed better approaches to learning but worse self-control and interpersonal skills. There was a crude association between tract education quintiles and outcomes, largely attenuated by adjustment for individual SES. Tract education influenced both measures of problem behavior, but the effects showed no consistent trend across quintiles of college educated adults. In summation, neighborhood education may be more strongly associated with academic social skills than those socio-emotional competencies involving interaction with others and expression.
Table of Contents
Table of Contents
Chapter I: Background/Literature Review 1
Socio-Emotional Health 1
Determinants of Socio-Emotional Health 2
Family and individual SES factors 2
Child characteristics and demographics 4
Census tract level factors 5
Neighborhood Interventions 7
Proportion of College Educated Adults & Socio-Emotional Health 8
Issues with Neighborhood Studies 9
Chapter II: Manuscript 11
Abstract 11
Introduction 11
Methods 14
Study design 14
Variables 15
Statistical methods 18
Survey Methods 19
Results 20
Study Size 20
Bivariate analysis 21
Socio-emotional Outcomes 22
Interaction Assessment 24
Discussion 26
Socio-emotional Outcomes 27
Interaction Assessment 28
Limitations 29
References 31
Tables 37
Figures 45
Chapter III: Summary, Public Health Implications, Possible Future Directions 49
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