PMID- 32582861
OWN - NLM
STAT- PubMed-not-MEDLINE
LR  - 20240214
IS  - 2333-5998 (Electronic)
IS  - 2375-9771 (Print)
IS  - 2333-5998 (Linking)
VI  - 7
IP  - 2
DP  - 2020
TI  - Understanding America: Unequal Economic Returns of Years of Schooling in Whites 
      and Blacks.
PG  - 78-92
LID - 10.22158/wjer.v7n2p78 [doi]
AB  - BACKGROUND: Higher schooling is associated with higher economic wellbeing. 
      Marginalization-related Diminished Returns (MDRs) framework, however, refers to 
      smaller returns of schooling for non-Hispanic Blacks (NHBs) compared to 
      non-Hispanic Whites (NHWs). AIM: Using a national sample of American adults, the 
      current study compared NHBs and NHWs for the effects of each incremental increase 
      in the years of schooling (gradient of educational level) on economic wellbeing 
      of American adults. METHODS: Data came from the Understanding America Study 
      (UAS), a national online survey with a nationally representative sample. A total 
      of 5715 adults (18+ years old) were included. From this number, 4,826 (84.4%) 
      were NHWs, and 889 (15.6%) were NHBs. Years of schooling was the independent 
      variable. Economic wellbeing was the main outcome. Age and gender were the 
      covariates. Race was the moderator. RESULTS: Overall, each additional year of 
      schooling was associated with higher economic wellbeing, net of age, and gender. 
      A statistically significant interaction was found between race and years of 
      schooling on the outcome, indicating a smaller boosting effect of any incremental 
      increase in the years of education on the economic wellbeing of NHBs compared to 
      NHWs. CONCLUSION: In line with MDRs, highly educated Black people experience low 
      economic wellbeing. The MDRs of education on economic wellbeing may be why highly 
      educated, and middle-class Black Americans still report poor health. Policy 
      solutions should address multi-level causes of MDR-related health disparities.
FAU - Assari, Shervin
AU  - Assari S
AD  - Department of Family Medicine, Charles R Drew University of Medicine and Science, 
      Los Angeles, CA.
LA  - eng
GR  - R01 CA201415/CA/NCI NIH HHS/United States
GR  - U54 MD007598/MD/NIMHD NIH HHS/United States
GR  - R25 MD007610/MD/NIMHD NIH HHS/United States
GR  - U54 CA143931/CA/NCI NIH HHS/United States
GR  - U54 MD008149/MD/NIMHD NIH HHS/United States
PT  - Journal Article
PL  - United States
TA  - World J Educ Res
JT  - World journal of educational research (Los Angeles, Calif.)
JID - 101768005
PMC - PMC7314384
MID - NIHMS1597477
OTO - NOTNLM
OT  - educational attainment
OT  - ethnic groups
OT  - population groups
OT  - socioeconomic status
COIS- Conflicts of Interest The authors have no competing interests to report.
EDAT- 2020/06/26 06:00
MHDA- 2020/06/26 06:01
PMCR- 2020/06/24
CRDT- 2020/06/26 06:00
PHST- 2020/06/26 06:00 [entrez]
PHST- 2020/06/26 06:00 [pubmed]
PHST- 2020/06/26 06:01 [medline]
PHST- 2020/06/24 00:00 [pmc-release]
AID - 10.22158/wjer.v7n2p78 [doi]
PST - ppublish
SO  - World J Educ Res. 2020;7(2):78-92. doi: 10.22158/wjer.v7n2p78.