title: Education Desegregation and Cognitive Change in African American Older Adults.
abstract: OBJECTIVE
  The present study examined the relationship between desegregated schooling and cognitive change in a sample of 420 community-dwelling African American elders (mean age = 68.6; SD = 9.1).
  
  
  METHODS
  Participants were recruited for the Baltimore Study of Black Aging - Patterns of Cognitive Aging. Cognitive measures from six domains of function were administered at baseline and follow-up 33 months later. Repeated measures multivariate analysis of covariance was conducted; the between subjects factors were schooling type and age cohort, and the within subjects factor was time. Analyses controlled for age, years of education, and sex, and follow-up univariate analyses were used to determine which individual cognitive scores drove the multivariate effects.
  
  
  RESULTS
  There were significant multivariate within-group, between-group, and interaction effects (p < .05). Univariate analyses indicated that the desegregated schooling group scored significantly better on Language and Perceptual Speed (p < .01), and the youngest age cohort (50- to 59-year-olds) performed better on measures of Perceptual Speed. There were no significant univariate interactions between schooling group or age cohort and cognitive change over time.
  
  
  CONCLUSIONS
  Overall, these findings suggest a slight advantage of desegregated schooling for cognitive performance, but no advantage of desegregated schooling on the rate of cognitive change over time in this sample.
authors.affiliation: Center on Biobehavioral Health Disparities Research, Duke University, Durham, North Carolina. adrienne.a.morgan@duke.edu.
authors.forename: Adrienne T
authors.initials: AT
authors.lastname: Aiken-Morgan
authors.affiliation: School of Aging Studies, University of South Florida, Tampa.
authors.forename: Alyssa A
authors.initials: AA
authors.lastname: Gamaldo
authors.affiliation: School of Nursing, University of Delaware, Newark.
authors.forename: Regina C
authors.initials: RC
authors.lastname: Sims
authors.affiliation: Department of Psychology, North Carolina State University, Raleigh.
authors.forename: Jason C
authors.initials: JC
authors.lastname: Allaire
authors.affiliation: Department of Psychology and Neuroscience, Duke University, Durham, North Carolina.
authors.forename: Keith E
authors.initials: KE
authors.lastname: Whitfield
mesh_terms: D001741:Black or African American / Q000208:ethnology*; D000367:Age Factors; D000368:Aged; D000369:Aged, 80 and over; D000375:Aging / Q000208:ethnology*; D003071:Cognition / Q000502:physiology*; D003072:Cognition Disorders / Q000208:ethnology*; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D008297:Male; D008875:Middle Aged; D011822:Race Relations / Q000331:legislation & jurisprudence; D012574:Schools / Q000331:legislation & jurisprudence
keywords: African Americans; Cognition; Cognitive change; Desegregation.