scholarly journals Racial Variations in Velopharyngeal and Craniometric Morphology in Children: An Imaging Study

2016 ◽  
Vol 59 (1) ◽  
pp. 27-38 ◽  
Author(s):  
Lakshmi Kollara ◽  
Jamie L. Perry ◽  
Suzanne Hudson
Keyword(s):  
Racial Differences ◽  
Head Circumference ◽  
Imaging Study ◽  
Analysis Of Covariance ◽  
Racial Groups ◽  
Healthy Children ◽  
White Children ◽  
Morphological Variations ◽  
Black And White ◽  
Race Effect

Purpose The purpose of this study is to examine craniometric and velopharyngeal anatomy among young children (4–8 years of age) with normal anatomy across Black and White racial groups. Method Thirty-two healthy children (16 White and 16 Black) with normal velopharyngeal anatomy participated and successfully completed the magnetic resonance imaging scans. Measurements included 11 craniofacial and 9 velopharyngeal measures. Results Two-way analysis of covariance was used to determine the effects of race and sex on velopharyngeal measures and all craniometric measures except head circumference. Head circumference was included as a covariate to control for overall cranial size. Sex did not have a significant effect on any of the craniometric measures. Significant racial differences were demonstrated for face height. A significant race effect was also observed for mean velar length, velar thickness, and velopharyngeal ratio. Conclusion The present study provides separate craniofacial and velopharyngeal values for young Black and White children. Data from this study can be used to examine morphological variations with respect to race and sex.

Race Differences in Antisocial Behaviors and Attitudes and Early Initiation of Substance Use

1992 ◽  
Vol 22 (2) ◽  
pp. 115-130 ◽  
Author(s):  
Elizabeth A. Wells ◽  
Diane M. Morrison ◽  
Mary R. Gillmore ◽  
Richard F. Catalano ◽  
Bonita Iritani ◽  
...  
Keyword(s):  
Antisocial Behavior ◽  
Racial Differences ◽  
Asian American ◽  
Economic Status ◽  
Fifth Grade ◽  
Racial Groups ◽  
White Children ◽  
Black And White ◽  
Antisocial Attitudes ◽  
American Children

This article examines racial differences in self-reported delinquency, school trouble, antisocial attitudes, and toughness and in teacher-rated aggressive and inattentive behaviors among fifth grade black, white, and Asian American subjects. Also examined are the relationships of these variables to substance initiation within each racial group. Controlling for socio-economic status, racial groups differed from one another in self-reported delinquency, school trouble and toughness, and in teacher-rated aggressiveness and inattention. Antisocial behavior and attitudes were stronger predictors of substance initiation for Asian American than for black and white children. For white children both self-reported and teacher-rated behavior were significantly related to substance initiation. For black children, only self-reported antisocial behavior, and for Asian American children only self-reported delinquent behavior and attitudes predicted substance initiation. Implications for prevention and research are discussed.

GROWTH STANDARDS IN THE FIRST TWO YEARS OF LIFE BASED ON MEASUREMENTS OF WHITE AND BLACK CHILDREN IN A PREPAID HEALTH CARE PROGRAM

PEDIATRICS ◽  
1971 ◽  
Vol 47 (5) ◽  
pp. 818-825
Author(s):  
John Wingerd ◽  
Edgar J. Schoen ◽  
Irene L. Solomon
Keyword(s):  
Head Circumference ◽  
Growth Curves ◽  
Care Program ◽  
Black Population ◽  
Black Children ◽  
Racial Groups ◽  
White Children ◽  
Growth Standards ◽  
Black And White ◽  
Health Care Program

Measurements of height, weight, and head circumference in the first 2 years of life were obtained on more than 15,000 California children born between 1959 and 1967. The children were from a middle-class, multiracial (66% white, 23% black) population enrolled in a prepaid medical care program; black and white children lived under comparable economic circumstances. The growth curves for height, weight, and head circumference were similar in the two racial groups. The data for the white children agreed more closely with the recent British standards of Tanner than with the widely used older United States standards of Stuart and Meredith.

The Relationship of Urinary Kallikrein Activity to Renal Salt and Water Excretion

1978 ◽  
Vol 54 (1) ◽  
pp. 39-45 ◽  
Author(s):  
S. B. Levy ◽  
R. P. Frigon ◽  
R. A. Stone
Keyword(s):  
Racial Differences ◽  
Sodium Intake ◽  
Dietary Sodium ◽  
Racial Groups ◽  
Urinary Kallikrein ◽  
Experimental Conditions ◽  
Water Excretion ◽  
Water Load ◽  
Black And White ◽  
Kallikrein Activity

1. We measured urinary kallikrein (kininogenin) excretion in black and white normotensive subjects during a variety of manipulations of salt and water balance. 2. A large intravenous saline load administered while the subjects were on an unrestricted sodium diet did not significantly change urinary kallikrein activity in either racial group. 3. After several days of dietary sodium restriction both racial groups increased their urinary kallikrein activity. An intravenous water load given then further increased urinary kallikrein activity. White subjects were studied for an additional 24 h period, and urinary kallikrein activity returned to pre-water load values, indicating that the excretion of a water load in sodium-depleted subjects is associated with an increase in kallikrein excretion. 4. Black subjects excreted less kallikrein in the urine than white subjects during the initial 24 h periods of unrestricted dietary sodium intake, but there were no other significant racial differences during the other experimental conditions.

scholarly journals Testing for Racial Differences in the Mental Ability of Young Children

2013 ◽  
Vol 103 (2) ◽  
pp. 981-1005 ◽  
Author(s):  
Roland G Fryer ◽  
Steven D Levitt
Keyword(s):  
Racial Differences ◽  
Test Scores ◽  
Mental Ability ◽  
Racial Groups ◽  
Black And White ◽  
Wide Range ◽  
Prior Literature ◽  
Nationally Representative ◽  
Test Outcomes ◽  
Parental Ability

Using a new nationally representative dataset, we find minor differences in test outcomes between black and white infants that disappear with a limited set of controls. However, relative to whites, all other races lose substantial ground by age two. Combining our estimates with results in prior literature, we show that a simple model with assortative mating fits our data well, implying that differences in children's environments between racial groups can fully explain gaps in intelligence. If parental ability influences a child's test scores both genetically and through environment, then our findings are less informative and can be reconciled with a wide range of racial differences in inherited intelligence.

scholarly journals Racial differences in cortical bone and their relationship to biochemical variables in Black and White children in the early stages of puberty

2012 ◽  
Vol 24 (6) ◽  
pp. 1869-1879 ◽  
Author(s):  
S. J. Warden ◽  
K. M. Hill ◽  
A. J. Ferira ◽  
E. M. Laing ◽  
B. R. Martin ◽  
...  
Keyword(s):  
Cortical Bone ◽  
Racial Differences ◽  
White Children ◽  
Black And White ◽  
Biochemical Variables ◽  
Early Stages

The Effect of Race on Language Elicitation

1986 ◽  
Vol 17 (3) ◽  
pp. 146-151 ◽  
Author(s):  
Harry N. Seymour ◽  
Nancy Ashton ◽  
Lilly Wheeler
Keyword(s):  
Racial Differences ◽  
Response Latency ◽  
Language Performance ◽  
White Children ◽  
Black And White ◽  
Sampling Process ◽  
Language Sampling ◽  
Stimulus Materials

Neither the race of the examiner nor the race of the child depicted in the stimulus materials affected the language performance of randomly selected Black and White children when language performance was measured in terms of response length and response latency. These findings suggest that clinicians should not assume that racial differences between themselves and their clients will impede the language sampling process. However, race is not considered irrelevant, and an argument is presented for race consciousness on the part of clinicians.

Social-Class Differences on the Mc Carthy Scales for Black and White Children

1975 ◽  
Vol 41 (1) ◽  
pp. 205-206 ◽  
Author(s):  
Alan S. Kaufman ◽  
Nadeen L. Kaufman
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Racial Groups ◽  
Occupational Groups ◽  
White Children ◽  
Black And White ◽  
Class Differences ◽  
Relationship Of ◽  
The Relationship

The relationship of social class to the cognitive and motor Indexes yielded by the McCarthy scales was explored for representative groups of black ( n = 154) and white ( n = 862) children aged 2½ to 8½ yr. For both racial groups, children categorized as middle class scored significantly higher than working-class youngsters on each of the six indexes. The pattern of mean Indexes for different occupational groups resembled the pattern of mean IQs found in previous studies.

Tell-Me-A-Story (TEMAS) Assessment for Culturally Diverse Children and Adolescents

2014 ◽  
Vol 35 (2) ◽  
pp. 154-175 ◽  
Author(s):  
Giuseppe Costantino ◽  
Leib Litman ◽  
Richard Waxman ◽  
Daniel Dupertuis ◽  
Ernesto Pais ◽  
...  
Keyword(s):  
New York ◽  
Public Schools ◽  
Children And Adolescents ◽  
Total Sample ◽  
Orthodox Jewish ◽  
Racial Groups ◽  
Internal Reliability ◽  
White Children ◽  
Black And White ◽  
The Us

The Tell-Me-A-Story (TEMAS) narrative test is a multicultural measure developed for both minority and nonminority children and adolescents. As the off-spring of the Thematic Apperception Test (TAT), it enhances several narrative features, including the use of chromatic cards, diminished ambiguity and structured pictorial stimuli of the cards, familiar and contemporary themes, problem-solving situations, and an objective scoring system. This article describes the standardization of the TEMAS in the US, the validation of the Orthodox Jewish version of the TEMAS, and the internal reliability of the Argentinian version of the TEMAS. In the US, the test was normed on a sample of 642 children (281 boys and 361 girls) from public schools in the New York City area, ages 5–13 years, with a mean age of 8.9 years (SD = 1.9). The total sample represented four ethnic/racial groups: Puerto Rican and other Hispanic, Black, and White children. The TEMAS measures 10 personality functions, 18 cognitive functions, and seven affective functions. This paper presents two studies. The first study describes the reliability of the TEMAS measurement, using the Argentinian version of the TEMAS. The second study provides the rationale as well as the procedures for developing culturally suitable pictures, and also presents novel data for the cultural validity of the Orthodox Jewish version of the TEMAS. Overall, these results provide support for TEMAS as a reliable and culturally valid tool for the measurement of cognitive, personality, and affective functioning.

Sign in / Sign up

Export Citation Format

Share Document