Does breastfeeding contribute to the racial gap in reading and math test scores?

Kristen E. Peters, Jin Huang, Michael G. Vaughn, Christopher Witko

Research output: Contribution to journalArticlepeer-review

Abstract

Purpose: The aim of this study was to examine the impact of divergent breastfeeding practices between Caucasian and African American mothers on the lingering achievement test gap between Caucasian and African American children. Methods: The Child Development Supplement of the Panel Study of Income Dynamics, beginning in 1997, followed a cohort of 3563 children aged 0-12 years. Reading and math test scores from 2002 for 1928 children were linked with breastfeeding history. Regression analysis was used to examine associations between ever having been breastfed and duration of breastfeeding and test scores, controlling for characteristics of child, mother, and household. Results: African American students scored significantly lower than Caucasian children by 10.6 and 10.9 points on reading and math tests, respectively. After accounting for the impact of having been breastfed during infancy, the racial test gap decreased by 17% for reading scores and 9% for math scores. Conclusions: Study findings indicate that breastfeeding explains 17% and 9% of the observed gaps in reading and math scores, respectively, between African Americans and Caucasians, an effect larger than most recent educational policy interventions. Renewed efforts around policies and clinical practices that promote and remove barriers for African American mothers to breastfeed should be implemented.

Original languageEnglish
Pages (from-to)646-651
Number of pages6
JournalAnnals of Epidemiology
Volume23
Issue number10
DOIs
Publication statusPublished - 2013 Oct

Bibliographical note

Funding Information:
The authors are grateful for support from the Meadows Center for Preventing Educational Risk , the Institute on Educational Sciences grants ( R324A100022 and R324B080008 ), and the Eunice Kennedy Shriver National Institute of Child Health and Human Development ( P50 HD052117 ). The content is solely the responsibility of the authors and does not necessarily represent the official views of the Eunice Kennedy Shriver National Institute of Child Health and Human Development or the National Institutes of Health.

All Science Journal Classification (ASJC) codes

  • Epidemiology

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