The effects of educational quality on the cognitive performance of minority and Caucasian HIV+ subjects.
Item
-
Title
-
The effects of educational quality on the cognitive performance of minority and Caucasian HIV+ subjects.
-
Identifier
-
AAI3283618
-
identifier
-
3283618
-
Creator
-
Baird, Reon Aldree Eleny.
-
Contributor
-
Adviser: Joan Borod
-
Date
-
2007
-
Language
-
English
-
Publisher
-
City University of New York.
-
Subject
-
Psychology, Cognitive | Black Studies | Hispanic American Studies | Education, Educational Psychology
-
Abstract
-
When matched on years of education, ethnic minorities have been found to have poorer neuropsychological (NP) performance, relative to Caucasians, and lower levels of literacy. This disparity between years of education and literacy in racial groups has been suggested to be due to quality of education (QEd), which is not synonymous with quantity of education (Manly, 1998). This study examined the extent to which QEd influenced performance on NP measures of cognition after accounting for number of years of education and reading level. Previous literature has examined QEd in a single form (i.e., reading level). The current study developed the Baird Quality of Education Scale, a 30-60 minute, comprehensive, self-report questionnaire, comprised of factors associated with QEd, to examine the impact of QEd on NP performance. Retrospective NP data and responses to the questionnaire were collected and used in the analyses.;Data were collected from HIV+ participants (n = 50), with a wide range of ages (34-62), education levels (9-18), QEd scores (50-167), and WRAT-3 reading T-scores (20-62). Participants were recruited from the Mount Sinai Medical Center. Neuropsychological data, normed for age and gender, were collected from seven cognitive domains sensitive to functioning in HIV: motor, speed of information processing, attention/working memory, learning, memory, verbal fluency, and executive functioning.;Results from stepwise regression analyses showed that reading level accounted for greater variance than did education level and QEd in attention/working memory, learning, memory, verbal fluency, and executive functioning. There were no significant age, gender, or ethnicity differences in QEd performance. Caucasian participants showed a significantly higher number of years of education than Hispanics and a significantly higher reading level than both Hispanic and African-American participants. In sum, the QEd scale did not account for variance in neuropsychological testing. These findings suggest that reading level continues to be important in the assessment of cognitive functioning in HIV.
-
Type
-
dissertation
-
Source
-
PQT Legacy CUNY.xlsx
-
degree
-
Ph.D.
