ArticleSocial science & medicine (1982)2024
Structural racism in primary schools and changes in epigenetic age acceleration among Black and White youth.
Article in Social science & medicine (1982), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed, 13 citations in OpenAlex.
- Residential exposure to deadly gun violence and accelerated biological aging in a national sample of U.S. adolescents.SSM - population health · 2026Article
- Structure-Function Decoupling of the Sensorimotor and Default Mode Networks in Black Americans With MS.Annals of clinical and translational neurology · 2026Article
- Structural Disadvantage in Adolescence and Biological Aging in Early Midlife.JAMA network open · 2026Observational
- Linked emergence of racial disparities in mental health and epigenetic biological aging across childhood and adolescence.Molecular psychiatry · 2025Article
- Intersecting race/ethnicity and gender in physiological dysregulation profiles and associations with socioeconomic status among older adults in the United States.SSM - population health · 2025Article
- Discrimination, Coping, and DNAm Accelerated Aging Among African American Mothers of the InterGEN Study.Epigenomes · 2025Article
- Stability of Aging- and Cognition-Related Methylation Profile Scores Across Two Waves in Children and Adolescents.Child developmentArticle
- Early-life Exposure to Punitive School Discipline and Midlife Cognitive Outcomes: 1979 National Longitudinal Survey of Youth Cohort Findings.Alzheimer disease and associated disordersArticle
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Authors and funding
5 authors at 2 institutions in 1 country.
Funding
Abstract
Structural racism generates racial inequities in U.S. primary education, including segregated schools, inequitable funding and resources, racial disparities in discipline and achievement, and hostile racial climates, which are risk factors for adverse youth health and development. Black youth are disproportionately exposed to adverse school contexts that may become biologically embedded via stress-mediated epigenetic pathways. This study examined whether childhood exposure to adverse school contexts is associated with changes in epigenetic aging during adolescent development. DNA methylation-based epigenetic clocks were calculated from saliva samples at ages 9 and 15 among Black (n = 774) and White (n = 287) youth in the Future of Families and Child Wellbeing Study (2009-2015). We performed latent class analyses to identify race-specific primary school contexts using administrative data on segregation, discipline, achievement, resources, economic disadvantage, and racial harassment. We then estimated change in epigenetic age acceleration from childhood to adolescence across school typologies using GrimAge, PhenoAge, and DunedinPACE epigenetic clocks. Three distinct school contexts were identified for Black youth: segregated and highly-disadvantaged (17.0%), segregated and moderately-disadvantaged (52.1%), and integrated and moderately-disadvantaged (30.8%). Two school contexts emerged for White youth: integrated and unequal (46.5%) and predominantly White & advantaged (53.5%). At age 15, Black youth who attended segregated and highly-disadvantaged primary schools experienced increases in their speed of epigenetic aging with GrimAge and DunedinPACE. Slowed epigenetic aging with GrimAge was observed for Black youth who attended integrated and moderately-disadvantaged schools. School contexts were not associated with changes in epigenetic age acceleration for White youth. Our findings suggest that manifestations of structural racism in primary school contexts are associated with early-life epigenetic age acceleration and may forecast future health inequities.
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