Effect of School Racial Composition on Trajectories of Depressive Symptoms from Adolescence Through Early Adulthood

Abstract

We investigate the effect of high school racial composition, measured as percent of non-Hispanic white students, on trajectories of depressive symptoms from adolescence to early adulthood. We also explore whether the effect of school racial composition varies by respondent race/ethnicity and whether adult socioeconomic status mediates this relationship. We analyzed four waves of data from the National Longitudinal Study of Adolescent Health using 3-level linear growth models. We restricted our sample to respondents enrolled in grades 9-12 in 1994/5 who were interviewed at a minimum in Waves I and IV. This resulted in 10,350 respondents enrolled in 80 high schools in 1994/5 (5,561 whites, 2,030 blacks, 1,834 Hispanics, 738 Asians, and 187 of other race). As the percentage of white students increased at the high school respondents attended in 1994/5, blacks reported more depressive symptoms. This effect did not vary by age. In comparison, Asian and Hispanic respondents who attended predominantly white high schools had lower levels of depressive symptoms than their counterparts who attended predominantly minority schools, but they also experienced a slower decline in depressive symptoms through early adulthood. Adult SES mediated the relationship between high school racial composition and depressive symptoms for black, but not for Asian or Hispanic respondents. Our results suggest that high school racial composition is associated with trajectories of depressive symptoms through early adulthood, but the effect differs by respondents' race/ethnicity. Racial/ethnic disparities in depressive symptoms during early adulthood may have their origins in adolescence.

School racial composition and race/ethnic differences in early adulthood health

“…However, several studies examining the relationship between school racial composition and adolescent and early adult health outcomes found little evidence that predominantly white schools have a harmful impact on Asian adolescent and adult well-being (Walsemann and Bell 2011; Walsemann et al 2011). Although research suggests that Asians experience race related discrimination in predominantly white settings (Lee 2003; 2005), the protective nature of educational achievement and teacher support stemming from the acceptance of the model minority stereotype could offset the harmful effect of discrimination on health.…”

“…We highlight a complex pathway through which schools can subsequently contribute to health disparities beyond just educational attainment. For black youth, attending predominantly minority schools means having comparatively less school resources and lower graduation rates, both of which are strong predictors of early adult health (Gore and Aseltine, 2003; Walsemann et al, 2011). However, there appears to be a cost for black youth at predominantly white schools in that they do not report comparable health to their white counterparts in the same schools.…”

Early-Life Socioeconomic Status and Adult Physiological Functioning: A Life Course Examination of Biosocial Mechanisms

“…Previous research suggests that multivariate scales of SES are more reliable than single measures (Walsemann, Bell, and Goosby 2011, Goosby and Walsemann 2012) and reduce problems related to missing data on the SES variables. We constructed composite measures of early-life SES and adult SES that are composed of several indicators of SES available within each data source, resulting in eight composite SES scores (one early-life SES measure and one adult SES measure for all four data sources).…”

Avoidance mediates the relationship between anxiety and depression over a decade later

“…A portion of the CES-D was given to subjects in the Add Health study at waves one and four (see Walsemann, Bell, & Goosby, 2011 for all items included). To test if the CES-D scale would accurately be reflected as one construct, a confirmatory factor analysis was performed on the 10 CES-D items at wave one.…”