ERIC Number: ED355693
Record Type: Non-Journal
Publication Date: 1993-Feb
Reference Count: N/A
Status of Young Mexican-American and Puerto Rican Children: Implications for Early Intervention Systems.
Arcia, Emily; And Others
This study analyzed data on general health and functional status of Mexican-American and Puerto Rican children in the United States. Data came from the Hispanic Health and Nutrition Examination Survey, a database that contains parental reports of neonatal characteristics, chronic-developmental conditions, and functional limitations, and physician reports of diagnoses. Results indicated that Mexican-American and Puerto Rican families tended to be similar in ages and years of education of head of households, maternal and paternal ages at children's birth, and family size. Puerto Rican children were more likely to live in urban settings in low income female-headed families, compared to Mexican-Americans. For children under 5 years of age, chronic-developmental conditions and functional limitations were not markedly different between the two groups. It was estimated that 9.4 percent of Puerto Rican children and 8.3 percent of Mexican American children under the age of 5 have a developmental concern. From the ages of 5 to 11, Puerto Rican children exhibited substantially more chronic-developmental conditions and functional limitations than did Mexican-Americans. Significant differences in developmental and health conditions between the groups argue against discussion of Latino children as a homogenous group. Results in general highlight a need for family-centered policies. (Contains 43 references.) (PB)
Descriptors: Child Health, Comparative Analysis, Demography, Disabilities, Disadvantaged Youth, Elementary Education, Hispanic Americans, Incidence, Latin Americans, Low Income Groups, Mexican Americans, Minority Group Children, One Parent Family, Poverty, Preschool Education, Puerto Ricans, Urban Areas
Publication Type: Reports - Research
Education Level: N/A
Audience: Policymakers; Practitioners
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: North Carolina Univ., Chapel Hill. Carolina Inst. for Child and Family Policy.