Table 2.
Educational, Social, and Language Background Characteristics of Participants (N =203) with Data on Tests of Learning and Memory from the Neuropsychological Norms for the US-Mexico Border Region in Spanish (NP-NUMBRS) Project
| Characteristics | Descriptives | |
|---|---|---|
| M (SD), % | n | |
| Educational Background | ||
| Years of education in Mexico | 8.51 (4.81) | 185 |
| Years of education in the U.S. | 2.52 (4.83) | 185 |
| Proportion of education by country | -- | 185 |
| More years of education in Mexico | 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 | 36.55% | 72 |
| 31 to 40 | 22.84% | 45 |
| 40+ | 23.35% | 46 |
| Had to stop attending school to work | -- | 182 |
| Yes | 30.77% | 56 |
| Social Background | ||
| Mother’s years of education | 5.73 (3.85) | 129 |
| Father’s years of education | 6.87 (5.23) | 119 |
| Years lived in Mexico | 26.77 (12.58) | 195 |
| Years living in the U.S. | 10.79 (11.12) | 195 |
| Childhood SESb | -- | 201 |
| Very poor | 5.97% | 12 |
| Poor | 29.85% | 60 |
| Middle class | 53.73% | 108 |
| Upper class | 10.45% | 21 |
| Worked as a child | -- | 198 |
| Yes | 52.02% | 103 |
| Reason to work | -- | 101 |
| Help family financially | 41.58% | 42 |
| Own benefit | 58.42% | 59 |
| Age started working as a child | 12.66 (3.27) | 99 |
| Currently Gainfully Employed | -- | 176 |
| Yes | 68.18% | 120 |
| Language | ||
| First Language | -- | 200 |
| Spanish | 98.50% | 197 |
| English | 0.50% | 1 |
| Both | 1.00% | 2 |
| Current Language Use Ratingc | ||
| Radio or Television | 2.36 (1.03) | 201 |
| Reading | 2.23 (1.18) | 201 |
| Math | 1.52 (1.03) | 199 |
| Praying | 1.28 (0.76) | 193 |
| With family | 1.56 (0.90) | 196 |
| Performance-based language fluencyd | -- | 161 |
| Spanish dominant | 62.73% | 101 |
| English dominant | 0.00% | 0 |
| Spanish-English Bilingual | 37.27% | 60 |
Note. M: mean; SD: standard deviation; SES: socioeconomic status; US: United States
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”.
Assessed via administration of the Controlled Oral Word Association Test with letters F-A-S in English and P-M-R in Spanish (Artiola i Fortuny et al., 1999; Strauss et al., 2006). Based on the ratio of words produced in the FAS task to total words in both tasks (English fluency ratio = FAS/[FAS+PMR]; Miranda et al., 2016; Suárez et al., 2014), we classified participants as Spanish dominant (scores ≤ 0.33), or bilingual (scores:0.34 to 0.66), with scores ≥ 0.67 considered English-dominant (ineligible).