Is College Completion Associated with Better Cognition in Later Life for People Who Are the Least, or Most, Likely to Obtain a Bachelor's Degree?. (15th October 2019)

• Record Type: Journal Article
• Authors: Greenfield, Emily A; Akincigil, Ayse; Moorman, Sara M
• Editors: Carr, Deborah
• Is Part Of: Journals of gerontology. Volume 75:Number 6(2020)
• Page Start: 1286
• Page End: 1291
• Publication Date: 2019-10-15
• Subjects: Cumulative advantage/disadvantage -- Education -- Gender -- Life course -- Propensity score; Geriatrics -- Periodicals; Gerontology -- Periodicals; Aged -- Periodicals; Aging -- Periodicals; Psychology, Social -- Periodicals; 305.26
• DOI: 10.1093/geronb/gbz132
• Languages: English
• ISSNs: 1079-5014

Abstract

Abstract: Objectives: Drawing on insights from theorizing on cumulative dis/advantage (CDA), we aimed to advance understanding of educational attainment as a protective factor for later-life cognition by examining whether associations between obtaining a bachelor's degree and later-life cognition differ according to individuals' likelihood of completing college based on characteristics in adolescence. Methods: We conducted a propensity score analysis with data from the Wisconsin Longitudinal Study (WLS). Measures to predict college completion were assessed prospectively in adolescence, and a global measure of later-life cognition was based on cognitive assessments at age 65. Results: College completion by age 25 (vs high school only) was associated with better later-life cognition for both men and women. Among men specifically, associations were stronger for those who were less likely as adolescents to complete college. Discussion: Results indicate the utility of a CDA perspective for investigating the implications of interconnected early life risk and protective factors for later-life cognition, as well as ways in which college education can both contribute to, as well as mitigate, processes of CDA.