Abstract：
BACKGROUND: 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]). Social support did not mediate these associations. Estimates for segregated school attendance were attenuated among those who felt supported, although there was limited evidence of statistically significant effect modification.
CONCLUSIONS: Early-childhood school segregation was associated with poorer cognitive function. Sources of resilience within racialized educational experiences should be further evaluated to bridge inequities.
CONCLUSIONS: School segregation is a form of structural racism that affected the educational experiences of Black youth with potentially lasting consequences for healthy brain aging. Black students who attended a segregated school experienced greater school-based social support, which may highlight a potential source of resilience and resistance against the effects of racism-related stressors on cognitive function. The estimated adverse association between attending a segregated school on cognition was larger for students without an adult at school who cared about them versus those with an adult at school who cared about them, but estimates were imprecise.
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]). Social support did not mediate these associations. Estimates for segregated school attendance were attenuated among those who felt supported, although there was limited evidence of statistically significant effect modification.
CONCLUSIONS: Early-childhood school segregation was associated with poorer cognitive function. Sources of resilience within racialized educational experiences should be further evaluated to bridge inequities.
CONCLUSIONS: School segregation is a form of structural racism that affected the educational experiences of Black youth with potentially lasting consequences for healthy brain aging. Black students who attended a segregated school experienced greater school-based social support, which may highlight a potential source of resilience and resistance against the effects of racism-related stressors on cognitive function. The estimated adverse association between attending a segregated school on cognition was larger for students without an adult at school who cared about them versus those with an adult at school who cared about them, but estimates were imprecise.
摘要：
背景：针对黑人学生的基于学校的社会支持可能会调解或改变学校隔离与晚年认知之间的联系。
方法：非裔美国人参与者（n=574）的健康老龄化研究报告了隔离的入学率和基于学校的社会支持。使用线性混合模型评估了隔离教育与特定领域的认知结果以及基于学校的社会支持的效果改变或调解之间的关联。
结果：隔离学校出勤率与学校社会支持的可能性增加有关。隔离（与在六年级时进行分类），入学率与较低的执行功能（β=-0.18[-0.34，-0.02]）和语义记忆z得分（β=-0.31[-0.48，-0.13]）相关。社会支持并没有调解这些协会。那些感到支持的人对隔离学校出勤率的估计有所减弱，尽管有有限的证据表明有统计学意义的效应改变.
结论：幼儿学校隔离与认知功能较差相关。应进一步评估种族化教育经验中的韧性来源，以弥合不平等现象。
结论：学校隔离是一种结构性种族主义，影响黑人青年的教育经历，对健康的大脑衰老产生潜在的持久影响。参加隔离学校的黑人学生经历了更多的基于学校的社会支持，这可能凸显了潜在的复原力和抵抗种族主义相关压力源对认知功能影响的潜在来源。对于在学校没有成年人关心他们的学生，与在学校有成年人关心他们的学生相比，在认知上隔离学校之间的估计不利关联更大，但是估计是不精确的。
方法：非裔美国人参与者（n=574）的健康老龄化研究报告了隔离的入学率和基于学校的社会支持。使用线性混合模型评估了隔离教育与特定领域的认知结果以及基于学校的社会支持的效果改变或调解之间的关联。
结果：隔离学校出勤率与学校社会支持的可能性增加有关。隔离（与在六年级时进行分类），入学率与较低的执行功能（β=-0.18[-0.34，-0.02]）和语义记忆z得分（β=-0.31[-0.48，-0.13]）相关。社会支持并没有调解这些协会。那些感到支持的人对隔离学校出勤率的估计有所减弱，尽管有有限的证据表明有统计学意义的效应改变.
结论：幼儿学校隔离与认知功能较差相关。应进一步评估种族化教育经验中的韧性来源，以弥合不平等现象。
结论：学校隔离是一种结构性种族主义，影响黑人青年的教育经历，对健康的大脑衰老产生潜在的持久影响。参加隔离学校的黑人学生经历了更多的基于学校的社会支持，这可能凸显了潜在的复原力和抵抗种族主义相关压力源对认知功能影响的潜在来源。对于在学校没有成年人关心他们的学生，与在学校有成年人关心他们的学生相比，在认知上隔离学校之间的估计不利关联更大，但是估计是不精确的。
