Racial/Ethnic Differences in Chronic Disease Predictors among American High School Students

Autor/inn/en	Alexander, Janae; Gilreath, Tamika; Grant, Morgan; Curran, Laurel
Titel	Racial/Ethnic Differences in Chronic Disease Predictors among American High School Students
Quelle	In: Journal of School Health, 92 (2022) 12, S.1177-1185 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alexander, Janae)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13218
Schlagwörter	Racial Differences; Chronic Illness; Predictor Variables; High School Students; Health Behavior; National Surveys; Risk; Youth Risk Behavior Survey + Suchen Sie Ihr Suchwort? Rassenunterschied; Chronic disease; Chronische Krankheit; Prädiktor; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Health behaviour; Gesundheitsverhalten; Risiko
Abstract	Background: Few studies have attempted to define clusters of chronic disease predictors with additional focus on racial/ethnic differences. The purpose of this study was to highlight differences in predictors of chronic diseases among American high school students by identifying subgroups using latent class analysis (LCA). Methods: The chronic disease predictor variable used in the analysis was created from 5 modified items in the 2019 Youth Risk Behavior Surveillance that were identified to be critical to healthy lifestyles in Healthy People 2020. Descriptive, bivariate, multinomial logistic regression and LCA were performed using SAS 9.4 and Mplus in 9th to 12th grade students, using data from the Youth Risk Behavior Survey (N = 13,677). Results: Three distinct classes emerged for US high school students and were characterized as high, moderate, and low risk of chronic disease (38%, 33%, and 29%, respectively). Black and Asian students had a higher chance of being in the high-risk class of chronic diseases. Implications for School Health Policy, Practice, and Equity: Emphasis should be placed on sociocultural and socio-environmentally structured prevention programs for at risk/students, ensuring that policy formation reflects the language, identity, and needs of the populations at risk. Conclusions: The behavioral similarities of the classes identified highlight the need for continued research, novel interventions, and culturally sensitive strategies and policies in US high schools. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01