Table 1.
Differences in developmental patterns of e-cigarette use, by cohort and sociodemographic factorsb–f; the Texas Adolescent Tobacco and Marketing Surveillance System (TATAMS), Waves 1–9, 2014–2019
| Pattern 1 Non-users | Pattern 2 ‘Early’ escalators | Pattern 3 ‘Mid’ escalators | Pattern 4 ‘Late’ escalators | ||||||
|---|---|---|---|---|---|---|---|---|---|
| %a | 95% CI | %a | 95% CI | %a | 95% CI | %a | 95% CI | p-value | |
| 6th grade cohort | |||||||||
| n | 1013 | -- | 28 | -- | 68 | -- | |||
| % of cohort | 91% | 3% | 6% | ||||||
| Gender | 0.533 | ||||||||
| Female | 60.5 | (57.4 – 63.5) | 50.0 | (30.6 – 69.4) | 60.3 | (47.7 – 72.0) | |||
| Male | 39.5 | (36.5 – 42.6) | 50.0 | (30.6 – 69.4) | 39.7 | (28.0 – 52.3) | |||
| Race/ethnicity | 0.196 | ||||||||
| Non-Hispanic White | 30.2 | (27.4 – 33.1) | 25.0 | (10.7 – 44.9) | 42.6 | (30.7 – 55.2) | |||
| Non-Hispanic Black | 13.6 | (11.6 – 15.9) | 10.7 | (2.3 – 28.2) | 4.4 | (0.9 – 12.4) | |||
| Hispanic | 40.9 | (37.8 – 44.0) | 42.9 | (24.5 – 62.8) | 38.2 | (26.7 – 50.8) | |||
| Other | 15.3 | (13.1 – 17.7) | 21.4 | (8.3 – 41.0) | 14.7 | (7.3 – 25.4) | |||
| SES | <0.001 | ||||||||
| Low | 11.8 | (9.9 – 14.0) | 46.4 | (27.5 – 66.1) | 11.8 | (5.2 – 21.9) | |||
| Middle | 63.1 | (60.0 – 66.1) | 42.9 | (24.5 – 62.8) | 55.9 | (43.3 – 67.9) | |||
| High | 25.1 | (22.4 – 27.9) | 10.7 | (2.3 – 28.2) | 32.4 | (21.5 – 44.8) | |||
| 8th grade cohort | |||||||||
| n | 1025 | 108 | -- | 146 | -- | 34 | -- | ||
| % of cohort | 78% | 8% | 11% | 3% | |||||
| Gender | 0.598 | ||||||||
| Female | 54.0 | (50.8 – 57.0) | 52.8 | (42.9 – 62.5) | 48.6 | (40.3 – 57.0) | 58.8 | (40.7 – 75.4) | |
| Male | 46.0 | (43.0 – 49.2) | 47.2 | (37.5 – 57.1) | 51.4 | (43.0 – 59.7) | 41.2 | (24.6 – 59.3) | |
| Race/ethnicity | <0.001 | ||||||||
| Non-Hispanic White | 33.6 | (30.7 – 36.5) | 30.6 | (22.1 – 40.2) | 52.7 | (44.3 – 61.1) | 44.1 | (27.2 – 62.1) | |
| Non-Hispanic Black | 15.9 | (13.7 – 18.3) | 13.9 | (8.0 – 21.9) | 4.1 | (1.5 – 8.7) | 0.0 | (0.0 – 10.3) | |
| Hispanic | 36.1 | (33.2 – 39.1) | 41.7 | (32.3 – 51.5) | 28.8 | (21.6 – 36.8) | 32.4 | (17.4 – 50.5) | |
| Other | 14.4 | (12.3 – 16.7) | 13.9 | (8.0 – 21.9) | 14.4 | (9.1 – 21.1) | 23.5 | (10.7 – 41.2) | |
| SES | 0.747 | ||||||||
| Low | 14.3 | (12.2 – 16.6) | 13.9 | (8.0 – 21.9) | 13.0 | (8.0 – 19.6) | 11.8 | (3.3 – 27.5) | |
| Middle | 61.6 | (58.5 – 64.6) | 57.4 | (47.5 – 66.9) | 56.8 | (48.4 – 65.0) | 64.7 | (46.5 – 80.3) | |
| High | 24.1 | (21.6 – 26.9) | 28.7 | (20.4 – 38.2) | 30.1 | (22.8 – 38.3) | 23.5 | (10.7 – 41.2) | |
| 10th grade cohort | |||||||||
| n | 966 | 90 | -- | 246 | -- | 154 | -- | ||
| % of cohort | 66% | 6% | 17% | 11% | |||||
| Gender | <0.001 | ||||||||
| Female | 58.5 | (55.3 – 61.6) | 34.4 | (24.7 – 45.2) | 50.4 | (44.0 – 56.8) | 55.2 | (47.0 – 63.2) | |
| Male | 41.5 | (38.4 – 44.7) | 65.6 | (54.8 – 75.3) | 49.6 | (43.2 – 56.0) | 44.8 | (36.8 – 53.0) | |
| Race/ethnicity | |||||||||
| Non-Hispanic White | 24.0 | (21.4 – 26.8) | 45.6 | (35.0 – 56.4) | 30.9 | (25.2 – 37.1) | 33.8 | (26.4 – 41.8) | <0.001 |
| Non-Hispanic Black | 22.7 | (20.1 – 25.4) | 14.4 | (7.9 – 23.4) | 13.0 | (9.1 – 17.9) | 14.3 | (9.2 – 20.8) | |
| Hispanic | 39.3 | (36.2 – 42.5) | 31.1 | (21.8 – 41.7) | 43.1 | (36.8 – 49.5) | 35.7 | (28.2 – 43.8) | |
| Other | 14.0 | (11.8 – 16.3) | 8.9 | (3.9 – 16.8) | 13.0 | (9.1 – 17.9) | 16.2 | (10.8 – 23.0) | |
| SES | 0.238 | ||||||||
| Low | 17.3 | (14.9 – 19.8) | 24.4 | (16.0 – 34.6) | 21.1 | (16.2 – 26.8) | 24.7 | (18.1 – 32.3) | |
| Middle | 64.1 | (61.0 – 67.1) | 60.0 | (49.1 – 70.2) | 61.0 | (54.6 – 67.1) | 60.4 | (52.2 – 68.2) | |
| High | 18.6 | (16.2 – 21.2) | 15.6 | (8.8 – 24.7) | 17.9 | (13.3 – 23.3) | 14.9 | (9.7 – 21.6) | |
| Pattern 1 Non-users | Pattern 2 Escalators | ||||
|---|---|---|---|---|---|
| %a | 95% CI | %a | 95% CI | p-value | |
| 6th grade cohort | |||||
| n | 729 | -- | 36 | -- | |
| % of cohort | 95% | 5% | |||
| Gender | 0.236 | ||||
| Female | 58.0 | (54.3 – 61.6) | 69.4 | (51.9 – 83.7) | |
| Male | 42.0 | (38.4 – 45.7) | 30.6 | (16.3 – 48.1) | |
| Race/ethnicity | 0.168 | ||||
| Non-Hispanic White | 33.9 | (30.4 – 37.4) | 30.6 | (16.3 – 48.1) | |
| Non-Hispanic Black | 11.5 | (9.3 – 14.1) | 2.8 | (0.1 – 14.5) | |
| Hispanic | 36.9 | (33.4 – 40.5) | 52.8 | (35.5 – 69.6) | |
| Other | 17.7 | (15.0 – 20.7) | 13.9 | (4.7 – 29.5) | |
| SES | 0.021 | ||||
| Low | 13.9 | (11.4 – 16.6) | 30.6 | (16.3 – 48.1) | |
| Middle | 64.3 | (60.7 – 67.8) | 50.0 | (32.9 – 67.1) | |
| High | 21.8 | (18.9 – 25.0) | 19.4 | (8.2 – 36.0) | |
| 8th grade cohort | |||||
| n | 835 | 78 | -- | ||
| % of cohort | 91% | 9% | |||
| Gender | 0.657 | ||||
| Female | 54.4 | (50.9 – 57.8) | 57.7 | (46.0 – 68.8) | |
| Male | 45.6 | (42.2 – 49.1) | 42.3 | (31.2 – 54.0) | |
| Race/ethnicity | 0.507 | ||||
| Non-Hispanic White | 37.8 | (34.5 – 41.2) | 37.2 | (26.5 – 48.9) | |
| Non-Hispanic Black | 13.2 | (11.0 – 15.7) | 9.0 | (3.7 – 17.6) | |
| Hispanic | 32.6 | (29.4 – 35.9) | 39.7 | (28.8 – 51.5) | |
| Other | 16.4 | (14.0 – 19.1) | 14.1 | (7.3 – 23.8) | |
| SES | 0.597 | ||||
| Low | 16.2 | (13.8 – 18.9) | 19.2 | (11.2 – 29.7) | |
| Middle | 64.7 | (61.4 – 68.0) | 59.0 | (47.3 – 70.0) | |
| High | 19.1 | (16.5 – 21.9) | 21.8 | (13.2 – 32.6) | |
| 10th grade cohort | |||||
| n | 931 | 124 | -- | ||
| % of cohort | 88% | 12% | |||
| Gender | 0.171 | ||||
| Female | 58.5 | (55.3 – 61.7) | 51.6 | (42.5 – 60.7) | |
| Male | 41.5 | (38.3 – 44.7) | 48.4 | (39.3 – 57.5) | |
| Race/ethnicity | 0.455 | ||||
| Non-Hispanic White | 26.2 | (23.4 – 29.2) | 29.8 | (22.0 – 38.7) | |
| Non-Hispanic Black | 20.3 | (17.8 – 23.0) | 14.5 | (8.8 – 22.0) | |
| Hispanic | 39.0 | (35.8 – 42.2) | 39.5 | (30.9 – 48.7) | |
| Other | 14.5 | (12.3 – 16.9) | 16.1 | (10.1 – 23.8) | |
| SES | 0.099 | ||||
| Low | 23.5 | (20.8 – 26.3) | 24.2 | (17.0 – 32.7) | |
| Middle | 65.9 | (62.7 – 68.9) | 58.9 | (49.7 – 67.6) | |
| High | 10.7 | (8.7 – 12.8) | 16.9 | (10.8 – 24.7) | |
Column percentages represent prevalence within pattern and stratum (e.g., % female in Pattern 1).
3907 participants were enrolled in TATAMS at Wave 1. After excluding those not 11–19 years of age across Waves 1–9 (n=4), there were 1119 participants in 6th Grade Cohort, 1322 participants in 8th Grade Cohort and 1462 participants in 10th Grade Cohort. Participants were further excluded from each cohort if they did not complete the survey at Wave 1, leaving 1109 participants in 6th Grade Cohort, 1313 participants in 8th Grade Cohort and 1456 participants in 10th Grade Cohort (n=3878) for the final analysis sample.
To assess Cohort, participants were asked ‘What Grade are you in?’. The response options at Wave 1 were ‘6th’, ‘7th’, ‘8th’, ‘9th’, ‘10th’, ‘11th’ and ‘12th’. All 7th, 11th, and 12th grade students were removed and all 9th grade students were classified as 10th grade. 6th, 8th and 10th Grade students were retained in the survey (n=3907) and followed longitudinally as ‘6th grade cohort,’ ‘8th grade cohort’ and ‘10th grade cohort.’
To assess Gender, participants were asked ‘What is your gender?’ and response options were ‘Male’ and ‘Female.’
To assess Race/ethnicity, participants were asked ‘Are you Hispanic or Latino/a?’ and ‘What race or races do you consider yourself to be?’ respectively. The response options (Hispanic, White, Black or African American, Asian, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander and Other) were used to derive the measure of race/ethnicity (Non-Hispanic White, Non-Hispanic Black, Hispanic, Other).
To assess SES, participants were asked ‘In terms of income, what best describes your family’s standard of living in the home where you live most of the time?’ and the response options provided were ‘Very well off,’ ‘Living comfortably,’ ‘Just getting by,’ ‘Nearly poor’ and ‘Poor.’ ‘Very well off’ was categorized as ‘High SES.’ ‘Living comfortably’ was categorized as ‘Middle SES’ and ‘Just getting by.’ ‘Nearly poor’ and ‘Poor’ were combined to derive ‘Low SES.’
Column percentages represent prevalence within pattern and stratum (e.g., % female in Pattern 1).
3907 participants were enrolled in TATAMS at Wave 1. After excluding those not 11–19 years of age across Waves 1–9 (n=4), there were 1119 participants in 6th Grade Cohort, 1322 participants in 8th Grade Cohort and 1462 participants in 10th Grade Cohort. Participants were further excluded from each cohort if they did not complete the survey at Wave 1, leaving 1109 participants in 6th Grade Cohort, 1313 participants in 8th Grade Cohort and 1456 participants in 10th Grade Cohort (n=3878) for the final analysis sample.
To assess Cohort, participants were asked ‘What Grade are you in?’. The response options at Wave 1 were ‘6th’, ‘7th’, ‘8th’, ‘9th’, ‘10th’, ‘11th’ and ‘12th’. All 7th, 11th, and 12th grade students were removed and all 9th grade students were classified as 10th grade. 6th, 8th and 10th Grade students were retained in the survey (n=3907) and followed longitudinally as ‘6th grade cohort,’ ‘8th grade cohort’ and ‘10th grade cohort.’
To assess Gender, participants were asked ‘What is your gender?’ and response options were ‘Male’ and ‘Female.’
To assess Race/ethnicity, participants were asked ‘Are you Hispanic or Latino/a?’ and ‘What race or races do you consider yourself to be?’ respectively. The response options (Hispanic, White, Black or African American, Asian, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander and Other) were used to derive the measure of race/ethnicity (Non-Hispanic White, Non-Hispanic Black, Hispanic, Other).
To assess SES, participants were asked ‘In terms of income, what best describes your family’s standard of living in the home where you live most of the time?’ and the response options provided were ‘Very well off,’ ‘Living comfortably,’ ‘Just getting by,’ ‘Nearly poor’ and ‘Poor.’ ‘Very well off’ was categorized as ‘High SES.’ ‘Living comfortably’ was categorized as ‘Middle SES’ and ‘Just getting by.’ ‘Nearly poor’ and ‘Poor’ were combined to derive ‘Low SES.’
as ‘Middle SES’ and ‘Just getting by.’ ‘Nearly poor’ and ‘Poor’ were combined to derive ‘Low SES.’