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Bleakley says reversing US trade policies could be 'recipe for slowdown'

Novak, Geronimus, and Martinez-Cardoso find fear of immigration can affect Latino birth outcomes

Frey's Scenario F simulation mentioned in account of the Democratic Party's tribulations

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Highlights

Post-doc fellowship in computational social science for summer or fall 2017, U-Penn

Workshops on EndNote, NIH reporting, and publication altmetrics, Jan 26 through Feb 7, ISR

2017 PAA Annual Meeting, April 27-29, Chicago

NIH funding opportunity: Etiology of Health Disparities and Health Advantages among Immigrant Populations (R01 and R21), open Jan 2017

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Next Brown Bag

Mon, Jan 23, 2017 at noon:
Decline of cash assistance and child well-being, Luke Shaefer

psc brown bag iconHealth and Development of Mexican American Preschool Children: An Integrative Approach Using Latent Class Analysis

Nancy Landale (Department of Sociology and Crime. Law and Justice, Pennsylvania State University)

04/02/2012, at noon in room 6050 ISR-Thompson.

Building on an emerging scientific consensus that the concept of child health should encompass a wide spectrum of chronic conditions, functional abilities, and developmental domains, we use latent class analysis to delineate the multidimensional health statuses that characterize preschool children’s health. This new approach to measuring children’s health provides the foundation for an analysis of racial/ethnic differences in early health that focuses on the rapidly growing Mexican-origin child population. We find that by age four Mexican-origin children are similar to non-Hispanic white children on physical dimensions of health, but they have relatively low cognitive achievement and a cluster of related developmental problems. Their lower cognitive achievement reflects multiple social disadvantages that include limited exposure to English, low maternal education, poverty, and comparatively little contact with formal childcare settings. This cognitive skill disadvantage and associated developmental problems set the stage for enduring academic difficulties and reduced potential for later health and well-being.


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