Table 1.
Educational, Social, and Language Background Characteristics of NP-NUMBRS Participants with Processing Speed Data (N = 203)
| Characteristics | Descriptives | |
|---|---|---|
| M(SD), % | n | |
| Educational Background | ||
| Years of education in country of origin | 8.51 (4.81) | 185 |
| Years of education in the U.S. | 2.51 (4.83) | 185 |
| Proportion of education by country | -- | 185 |
| More years of education in country of origin | 85.41% | 158 |
| More years of education in the U.S. | 13.51% | 25 |
| Equal number of years of education in both countries | 1.08% | 2 |
| Type of school attendeda | -- | 193 |
| Large | 55.96% | 108 |
| Regular | 38.86% | 75 |
| Small | 5.18% | 10 |
| Number of students in the class | -- | 197 |
| Less than 21 | 17.26% | 34 |
| 21 to 30 | 36.04% | 71 |
| 31 to 40 | 22.84% | 45 |
| 40+ | 23.86% | 47 |
| Had to stop attending school to work | -- | 182 |
| Yes | 30.22% | 55 |
| Social Background | ||
| Mother’s years of education | 5.78 (3.81) | 129 |
| Father’s years of education | 6.91 (5.19) | 119 |
| Years lived in country of origin | 26.81 (12.55) | 195 |
| Years living in the U.S. | 10.88 (11.25) | 195 |
| Childhood SESb | -- | 201 |
| Very poor | 5.97% | 12 |
| Poor | 29.35% | 59 |
| Middle class | 54.23% | 109 |
| Upper class | 10.45% | 21 |
| Worked as a child | -- | 198 |
| Yes | 51.52% | 102 |
| Reason to work | -- | 102 |
| Help family financially | 42.16% | 43 |
| Own benefit | 57.84% | 59 |
| Age started working as a child | 12.61 (3.25) | 98 |
| Currently Gainfully Employed | -- | 176 |
| Yes | 67.61% | 119 |
| Language | ||
| First Language | -- | 200 |
| Spanish | 98.50% | 197 |
| English | 0.50% | 1 |
| Both | 1.00% | 2 |
| Current Language Use Ratingc | ||
| Radio or TV | 2.36 (1.03) | 201 |
| Reading | 2.21 (1.17) | 201 |
| Math | 1.52 (1.03) | 199 |
| Praying | 1.27 (0.76) | 193 |
| With family | 1.55 (0.89) | 196 |
| Performance-based language fluency | -- | 161 |
| Spanish dominant | 63.35% | 102 |
| English dominant | 0.00% | 0 |
| Bilingual | 36.65% | 59 |
Notes. M: mean; SD: standard deviation; SES: socioeconomic status
Type of school attended: ‘large’ refers to large school that had many classrooms and room to play); ‘regular’ refers to a school of regular size that had at least one classroom per grade and room to play; and small school refers to a small school with less than one classroom per grade.
Childhood SES was assessed by the following question and response options: “As a child, your family was: (1) Very Poor; (2) Poor; (3) Middle Class); (4) Upper Class”.
Ratings for each activity ranged from 1 “Always in Spanish” to 5 “Always in English”, with 3 being “similarly in English and Spanish”).