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Influence of Educational Background, Childhood Socioeconomic Environment, and Language Use on Cognition among Spanish-Speaking Latinos Living Near the US–Mexico Border

Published online by Cambridge University Press:  06 September 2021

Lily Kamalyan Open the ORCID record for Lily Kamalyan [Opens in a new window] ,
Lesley A. Guareña ,
Mirella Díaz-Santos ,
Paola Suarez ,
Mariana Cherner ,
Marlen Y. García Alcorn ,
Anya Umlauf ,
Donald R. Franklin ,
Monica Rivera Mindt  and
Lidia Artiola i Fortuny
...Show all authors
Lily Kamalyan
Affiliation:
Department of Psychiatry, HIV Neurobehavioral Research Program, University of California, San Diego, CA, USA San Diego State University/University of California San Diego Joint Doctoral Program in Clinical Psychology, San Diego, CA, USA
Lesley A. Guareña
Affiliation:
Department of Psychiatry, HIV Neurobehavioral Research Program, University of California, San Diego, CA, USA Department of Medicine, Division of Geriatrics, Gerontology and Palliative Care, University of California, San Diego, CA, USA
Mirella Díaz-Santos
Affiliation:
Department of Psychiatry and Biobehavioral Sciences, Hispanic Neuropsychiatric Center of Excellence, University of California, Los Angeles, CA, USA
Paola Suarez
Affiliation:
Department of Psychiatry and Biobehavioral Sciences, Hispanic Neuropsychiatric Center of Excellence, University of California, Los Angeles, CA, USA
Mariana Cherner
Affiliation:
Department of Psychiatry, HIV Neurobehavioral Research Program, University of California, San Diego, CA, USA
Marlen Y. García Alcorn
Affiliation:
Advancing Diversity through Aging Research Program, San Diego State University, San Diego, CA, USA
Anya Umlauf
Affiliation:
Department of Psychiatry, HIV Neurobehavioral Research Program, University of California, San Diego, CA, USA
Donald R. Franklin
Affiliation:
Department of Psychiatry, HIV Neurobehavioral Research Program, University of California, San Diego, CA, USA
Monica Rivera Mindt
Affiliation:
Department of Psychology & Latino American and Latino Studies Institute, Fordham University, Bronx, NY, USA
Lidia Artiola i Fortuny
Affiliation:
Private Practice, Tucson, AZ, USA
Robert K. Heaton
Affiliation:
Department of Psychiatry, HIV Neurobehavioral Research Program, University of California, San Diego, CA, USA
María J. Marquine*
Affiliation:
Department of Psychiatry, HIV Neurobehavioral Research Program, University of California, San Diego, CA, USA Department of Medicine, Division of Geriatrics, Gerontology and Palliative Care, University of California, San Diego, CA, USA
*
*Correspondence and reprint requests to: María J. Marquine, PhD., Department of Psychiatry, UCSD School of Medicine, 9500 Gilman Drive, La Jolla, CA 92093-0603, USA. E-mail: [email protected]
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Abstract

Objectives:

We investigated the impact of culturally relevant social, educational, and language factors on cognitive test performance among Spanish speakers living near the US–Mexico border.

Methods:

Participants included 254 healthy native Spanish speakers from the Neuropsychological Norms for the US–Mexico Border Region in Spanish (NP-NUMBRS) project (Age: M = 37.3, SD = 10.4; Education: M = 10.7, SD = 4.3; 59% Female). A comprehensive neuropsychological battery was administered in Spanish. Individual test scaled scores and T-scores (based on region-specific norms adjusted for age, education, and sex) were averaged to create Global Mean Scaled and T-scores. Measures of culturally relevant factors included a self-reported indicator of educational quality/access (proportion of education in Spanish-speaking country, quality of school/classroom setting, stopped attending school to work), childhood socioeconomic environment (parental education, proportion of time living in Spanish-speaking country, childhood socioeconomic and health status, access to basic resources, work as a child), and Spanish/English language use and fluency.

Results:

Several culturally relevant variables were significantly associated with unadjusted Global Scaled Scores in univariable analyses. When using demographically adjusted T-scores, fewer culturally relevant characteristics were significant. In multivariable analyses, being bilingual (p = .04) and working as a child for one’s own benefit compared to not working as a child (p = .006) were significantly associated with higher Global Mean T-score, accounting for 9% of variance.

Conclusions:

Demographically adjusted normative data provide a useful tool for the identification of brain dysfunction, as these account for much of the variance of sociocultural factors on cognitive test performance. Yet, certain culturally relevant variables still contributed to cognitive test performance above and beyond basic demographics, warranting further investigation.

Keywords

Spanish-speakingNeurocognitionAssessmentLanguageEducationSociocultural
Type
Research Article
Information
Journal of the International Neuropsychological Society , Volume 28 , Issue 8 , September 2022 , pp. 876 - 890
Copyright
Copyright © INS. Published by Cambridge University Press, 2021

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