Life-Course Exposure to Early Socioeconomic Environment, Education in Relation to Late-Life Cognitive Function Among Older Mexicans and Mexican Americans

Abstract

Objectives: To examine the associations between life-course education and late-life cognitive function along with the modifying role of migration history. Method: The combined sample includes 1,789 participants from the Sacramento Area Latino Study on Aging and 5,253 participants from the Mexican Health and Aging Study. Aged 60+ at baseline, participants were classified as Mexican residents, Mexicans–return migrants, Mexicans–immigrants to the United States, and Mexicans–U.S. born. Cognitive function was measured using standardized z scores of a short-term verbal recall test. Multivariate linear regression analysis was conducted. Results: Participants’ z scores were higher among those whose mother had more than elementary education (β = 0.28, p < .05). Participant’s education mediated this association. For 5-year difference in education, the cognitive z score increased by 0.3 points for a U.S. born. Results were similar with father’s education. Discussion: Adult educational attainment mediates the effect of childhood socioeconomic status on late-life cognition. Migration plays a role in shaping cognitive aging.