Biocultural Factors in School Achievement for Mopan Children in Belize

Maternal phenotype, independent of family economic capital, predicts educational attainment in lowland nepalese children

OBJECTIVES

Factors acting before children are born or reach school-going age may explain why some do not complete primary education. Many relevant factors relate to maternal phenotype, but few studies have tested for independent associations of maternal factors relative to those characterizing the family in general.

METHODS

Using data from a longitudinal study of 838 children in Dhanusha, Nepal, we used logistic regression models to test whether indices of maternal somatic and educational capital, or family economic capital, were independently associated with children having had ≤2 versus 3+ years of schooling at a mean age of 8.5 years. We also tested whether maternal age, children's early growth, and urban/rural location mediated such associations.

RESULTS

Children had a higher risk of completing less schooling if their mothers were short, thin, anemic, and uneducated. Independently, lower family material assets and land acreage also increased children's odds of less schooling. There was an indication of gender differences, with the risk of poor educational attainment in girls associated with low maternal somatic and educational capital, whereas in boys the relevant factors were low maternal education and family land ownership.

CONCLUSIONS

Our analysis demonstrates that, independent of broader indices of family capital such as land or material assets, children's educational attainment is associated with factors embodied in maternal phenotype. Both somatic and educational maternal capital appeared important. A composite index of maternal capital could provide a new measurable proxy, prior to school entry, for identifying children at risk of completing fewer years of schooling. Am. J. Hum. Biol. 28:687-698, 2016. © 2016 Wiley Periodicals, Inc.

Translating human biology (introduction to special issue)

OBJECTIVES

Introducing a special issue on "Translating Human Biology," we pose two basic questions: Is human biology addressing the most critical challenges facing our species? How can the processes of translating our science be improved and innovated?

METHODS

We analyze articles published in American Journal of Human Biology from 2004-2013, and find there is very little human biological consideration of issues related to most of the core human challenges such as water, energy, environmental degradation, or conflict. There is some focus on disease, and considerable focus on food/nutrition. We then introduce this special volume with reference to the following articles that provide exemplars for the process of how translation and concern for broader context and impacts can be integrated into research.

CONCLUSIONS

Human biology has significant unmet potential to engage more fully in translation for the public good, through consideration of the topics we focus on, the processes of doing our science, and the way we present our domain expertise.

Trading nutrition for education: nutritional status and the sale of snack foods in an eastern Kentucky school

Overweight and poor nutrition of children in the United States are becoming issues of increasing concern for public health. Dietary patterns of U.S. children indicate they are consuming too few fruits and vegetables and too many foods high in fat and sugar. Contributing to this pattern of food consumption is snacking, which is reported to be on the increase among adults and children alike. One place where snacking is under increased scrutiny, and where it is being increasingly criticized, is in U.S. schools, where snack foods are often sold to supplement inadequate budgets. This article takes a biocultural approach to understanding the nutritional status of elementary school children in a rural community in eastern Kentucky. It pays particular attention to the ways in which the school's nutrition environment shapes overweight and nutritional status for many of the children, focusing on the sale of snack foods and the reasons behind the principal's decision to sell snack foods in the school.

Scholastic achievement and family marital structure: Bedouin-Arab adolescents from monogamous and polygamous families in Israel

In a sample of Bedouin-Arab adolescents from monogamous and polygamous families in the Negev region of Israel, the authors examined scholastic achievement levels in the subjects of Arabic, English, Hebrew, and mathematics. There were no significant differences in the scholastic achievement levels in those 4 disciplines between adolescents from monogamous families and those from polygamous families. There was, however, a significant interaction between gender and family marital structure for Hebrew scores: Polygamous family structures tended to engender higher Hebrew scores for the male participants, whereas monogamous family structures tended to engender higher Hebrew scores for the female participants. However, the major overall finding was that polygamous family marital structures did not affect deleteriously the scholastic achievement levels of the Bedouin-Arab participants.