Browsing by Author "Kimbro, Rachel T."

Now showing 1 - 6 of 6
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    (Can’t Get No) Neighborhood Satisfaction? How Multilevel Immigration Factors Shape Latinos’ Neighborhood Attitudes
    (Sage, 2020) Schachter, Ariela; Sharp, Gregory; Kimbro, Rachel T.
    How does immigrant generation shape Latinos’ neighborhood attitudes? We extend theoretical frameworks focused on neighborhood attainment to explore how immigrant generation structures Latinos’ neighborhood satisfaction, particularly with respect to neighborhood immigrant composition. Using longitudinal data from the Los Angeles Family and Neighborhood Survey, we estimate fixed-effects regression models to examine the associations between self-reported neighborhood satisfaction and changes in neighborhood immigrant composition. We find that first-generation Latino immigrants tend to react more positively to growing immigrant populations in their neighborhoods compared to 1.5-generation and native-born Latinos; these differences are most pronounced in more socioeconomically advantaged neighborhoods. We consider the implications of these attitudinal differences for understanding the mechanisms of Latino residential segregation and neighborhood attainment.
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    Family poverty and neighborhood poverty: Links with children's school readiness before and after the Great Recession
    (Elsevier, 2017) Wolf, Sharon; Magnuson, Katherine A.; Kimbro, Rachel T.
    This paper examines how neighborhood and family poverty predict children's academic skills and classroom behavior at school entry, and whether associations have changed over a period of twelve years spanning the Great Recession. Utilizing the Early Childhood Longitudinal Study–Kindergarten 1998 and 2010 cohorts and combined with data from the U.S. Census and American Community Survey, we find that the proportion of kindergarten children living in moderate and high poverty neighborhoods increased from 1998 to 2010, and that these increases were most pronounced for non-poor and white children. Using OLS and fixed effects regression analyses and holding family poverty constant, we find that children in neighborhoods with higher levels of poverty start school less ready to learn than their peers. Specifically, children from the highest poverty neighborhoods start school almost a year behind children from the lowest poverty neighborhoods in terms of their academic skills. In addition, we find that the academic skills gap between poor- and non-poor children within neighborhood poverty categories grew from 1998 to 2010, particularly in high poverty neighborhoods. These findings appear to be explained both by changes in the composition of families within neighborhood poverty categories and income increases among non-poor families. The findings indicate that neighborhood poverty may be a useful proxy to identify children and families in need of additional support.
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    Family Structure and Obesity Among U.S. Children
    (Journal of Applied Research on Children, 2013) Augustine, Jennifer M.; Kimbro, Rachel T.
    Child overweight and obesity in the U.S. is a significant public health issue. In 2008 nearly one-third of all U.S. children ages two to seventeen were obese or overweight [11]. For young children ages two to five, fully 21.2% were overweight (at or above the 85th%ile based on the CDCﾒs sex-specific BMI-for-age growth charts), while 10.4% of preschoolers were obese (at or above the 95th%ile) [11]. The prevalence of overweight and obesity among U.S. children has implications for children's future health and the health trajectory of the nation. For example, children who are overweight are more likely to grow up to be overweight or obese [1-3], to suffer health consequences both as children and later in life [4-6], and to experience social and behavioral difficulties [7,8]. Moreover, in 2009 the estimated annual healthcare costs in the U.S. related to obesity topped $145 billion [9], a figure which is expected to increase as obese children age and develop other health problems [10]. Thus, while recent data show that trends in childrenﾒs overweight and obesity rates are stabilizing, obesity continues to be a substantial problem, including among younger preschool-aged children, and identifying the contributing factors to it an important goal. By and large, scientists have identified nutrition and physical activity as the primary determinants of weight status for children [12]. Yet social factors have been shown to play an important role too. In examining this side of childrenﾒs weight development, parentsﾒ socioeconomic status has emerged as a primary social predictor. In particular, obesity in the U.S. is more prevalent among children who are racial or ethnic minorities [11,13], and whose parents have less income and lower levels of education [13]. Differences in parenting styles [14], culture [15], exposure to stressors [16,17], and neighborhood context [18] have been presented as some of the main mechanisms connecting parentsﾒ socioeconomic status with childrenﾒs risk of obesity. Going beyond this well-developed area of research, however, another social factor and indicator of family socioeconomic background that may be associated with childrenﾒs risk of obesity is family structure. Increasing family complexity over the past three decades in the United States means that more children are growing up in homes without two biological parents. Yet few studies have considered the role of different family structures in childrenﾒs weight status, and among those that have, even fewer have constructed and assessed categories for family structure that represent the diversity among U.S. families today.
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    Individual, Family, and Neighborhood Characteristics and Children's Food Insecurity
    (CHILDREN AT RISK Institute, 2012) Kimbro, Rachel T.; Denney, Justin T.; Panchang, Sarita
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    Obesity status trajectory groups among elementary school children
    (BioMed Central, 2016) Chen, Tzu-An; Baranowski, Tom; Moreno, Jennette P.; O’Connor, Teresia M.; Hughes, Sheryl O.; Baranowski, Janice; Woehler, Deborah; Kimbro, Rachel T.; Johnston, Craig A.
    Background: Little is known about patterns in the transition from healthy weight to overweight or obesity during the elementary school years. This study examined whether there were distinct body mass index (BMI) trajectory groups among elementary school children, and predictors of trajectory group membership. Methods: This is a secondary analysis of 1651 elementary school children with complete biannual longitudinal data from kindergarten to the beginning of 5th grade. Heights and weights were measured by trained school nurses using standard procedures at the beginning and end of each school year for 11 consecutive assessments. Group-based trajectory clustering and multinomial logit modeling were conducted. Results: When using BMIz score, six trajectory groups were identified revealing substantial consistency in BMIz score across time. When using a categorical variable separating overweight/obese children (BMI ≥ 85%ile) from the rest, five developmental trajectories (persistently non-overweight/obese weight: 51.1 %; early-onset overweight/obese: 9.2 %; late-onset overweight/obese: 9.7 %; becoming healthy weight: 8.2 %; and chronically overweight/obese: 21.8 %) were identified. When using a categorical variable separating obese children (BMI ≥ 95%ile) from the rest, three trajectories (persistently non-obese: 74.1 %, becoming obese: 12.8 %; and chronically obese: 13.2 %) were identified. For both cutoffs (≥ BMI percentile 85 % or 95 %), girls were more likely than boys to be classified in the persistently non-overweight and/or obese group (odds ratios (OR) ranged from 0.53 to 0.67); and Hispanic children and non-Hispanic Black children were more likely to be chronically overweight and/or obese than non-Hispanic White children (OR ranged from 1.57 to 2.44). Hispanic children were also more likely to become obese (OR: 1.84) than non-Hispanic White children when ≥ BMI percentile 95 % was used. Conclusions: Boys, Hispanic and non-Hispanic Black children were at higher risk of being overweight or obese throughout their elementary school years, supporting the need for obesity treatment. Post kindergarten and post second grade summer months were times when some children transitioned into overweight/obesity. It will be important to identify which behavioral factors (e.g., diet, physical activity, sedentary behaviors, and/or sleep) predisposed children to becoming overweight/obese, and whether these factors differ by time (Kindergarten versus second grade). If behavioral predisposing factors could be identified early, targeted obesity prevention should be offered.
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    Obesity status trajectory groups among elementary school children
    (BioMed Central, 2016) Chen, Tzu-An; Baranowski, Tom; Moreno, Jennette P.; O'Connor, Teresia M.; Hughes, Sheryl O.; Baranowski, Janice; Woehler, Deborah; Kimbro, Rachel T.; Johnston, Craig A.
    Background: Little is known about patterns in the transition from healthy weight to overweight or obesity during the elementary school years. This study examined whether there were distinct body mass index (BMI) trajectory groups among elementary school children, and predictors of trajectory group membership. Methods: This is a secondary analysis of 1651 elementary school children with complete biannual longitudinal data from kindergarten to the beginning of 5th grade. Heights and weights were measured by trained school nurses using standard procedures at the beginning and end of each school year for 11 consecutive assessments. Group-based trajectory clustering and multinomial logit modeling were conducted. Results: When using BMIz score, six trajectory groups were identified revealing substantial consistency in BMIz score across time. When using a categorical variable separating overweight/obese children (BMI ≥ 85%ile) from the rest, five developmental trajectories (persistently non-overweight/obese weight: 51.1 %; early-onset overweight/obese: 9.2 %; late-onset overweight/obese: 9.7 %; becoming healthy weight: 8.2 %; and chronically overweight/obese: 21.8 %) were identified. When using a categorical variable separating obese children (BMI ≥ 95%ile) from the rest, three trajectories (persistently non-obese: 74.1 %, becoming obese: 12.8 %; and chronically obese: 13.2 %) were identified. For both cutoffs (≥ BMI percentile 85 % or 95 %), girls were more likely than boys to be classified in the persistently non-overweight and/or obese group (odds ratios (OR) ranged from 0.53 to 0.67); and Hispanic children and non-Hispanic Black children were more likely to be chronically overweight and/or obese than non-Hispanic White children (OR ranged from 1.57 to 2.44). Hispanic children were also more likely to become obese (OR: 1.84) than non-Hispanic White children when ≥ BMI percentile 95 % was used. Conclusions: Boys, Hispanic and non-Hispanic Black children were at higher risk of being overweight or obese throughout their elementary school years, supporting the need for obesity treatment. Post kindergarten and post second grade summer months were times when some children transitioned into overweight/obesity. It will be important to identify which behavioral factors (e.g., diet, physical activity, sedentary behaviors, and/or sleep) predisposed children to becoming overweight/obese, and whether these factors differ by time (Kindergarten versus second grade). If behavioral predisposing factors could be identified early, targeted obesity prevention should be offered.