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?

XEmily A Greenfield, Ayse Akincigil, Sara M Moorman and Deborah Carr

The Journals of Gerontology: Series B, 2020, vol. 75, issue 6, 1286-1291

Abstract: ObjectivesDrawing 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. MethodsWe 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.ResultsCollege 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. DiscussionResults 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.

Keywords: Cumulative advantage/disadvantage; Education; Gender; Life course; Propensity score (search for similar items in EconPapers)
Date: 2020
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The Journals of Gerontology: Series B is currently edited by Psychological Sciences - S. Duke Han, PhD and Social Sciences - Jessica A Kelley, PhD, FGSA

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