Sentences with phrase «non-hispanic white mothers»

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But among African American, non-Hispanic moms, over a third (36 %) said their babies always slept with them, as compared to 30 % of the Hispanic mothers and 12 % of the white, non-Hispanic moms.

Values are ORs from logistic regression: ORs represent the unit change in the covariates (eg, at age 15 mo, mothers of non-Hispanic white children have 0.68 times lower odds of intrusiveness than do mothers of children who are not non-Hispanic white].

Results The ethnic makeup of the group of mothers was non-Hispanic white, 46 %; African American, 30 %; Hispanic, 13 %; American Indian, 6 %; Asian American, 1 %; and other, 4 %.

Although the data set was primarily non-Hispanic white, there was still an unprecedented number of videotaped observed mother - child eating episodes in low - income and minority populations compared with the samples in prior published work.

The 1218 children included in this analysis did not differ by sex from the 146 children in the original cohort not included (P = 0.13); however, they were more likely to be non-Hispanic white (77.3 % compared with 68.5 %; P = 0.02), and their mothers had more years of education (14.4 compared with 13.2; P < 0.001).

The ethnic makeup of the group of mothers was non-Hispanic white, 46 %; African American, 30 %; Hispanic, 13 %; American Indian, 6 %; Asian American, 1 %; and other, 4 %.

Of the 1218 subjects included in this analysis, subjects contributing more observations were more likely to be non-Hispanic white (P < 0.05) and to have mothers with more education (P < 0.01).

More mothers in the sample were ≥ 30 years of age at birth, had graduated from high school, were white and non-Hispanic, were married, and had worked during the last month of pregnancy.

Intervention families in the sample interviewed at 30 to 33 months had fewer demographic risk factors than did control families; a greater percentage of mothers in intervention families were college graduates, white, non-Hispanic, had family incomes of $ 50 000 or greater, and had children not insured by Medicaid (Table 1).

Compared with nonresponders, the sample providing data at 30 to 33 months tended to be somewhat more advantaged than the original cohort (data available upon request from authors).12 More mothers in the sample were older, more educated, white, non-Hispanic, married, employed, and did not have Medicaid.

For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographicmothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographicmothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographicMothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographicmothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographicmothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.

The majority of mothers in our sample were White, non-Hispanic (80 %), and married / partnered (75 %).

The majority of mothers in the sample were White, non-Hispanic (80.6 %) and married / partnered (75.3 %).