Race/ethnic disparities in early childhood BMI, obesity and overweight in the United Kingdom and United States.

OBJECTIVE: Racial/ethnic patterning in the risk of obesity and overweight has been observed in early childhood; however, little research has compared these disparities between the United Kingdom (UK) and United States (US) using detailed ethnic classifications. We use comparable nationally representative cohort studies to examine racial/ethnic disparities in mean body mass index (BMI) and in the odds of obesity/overweight in the UK and US. The contribution of sociodemographic, cultural and family routine factors are assessed. METHODS: Data on BMI, obesity and overweight in 5-year-old children from the MCS (Millennium Cohort Study) and ECLS-B (Early Childhood Longitudinal Study, Birth Cohort) were examined. We investigated race/ethnic disparities in mean BMI and in the odds of obesity and overweight, as compared to normal weight. We assessed the independent contribution of sociodemographic, cultural and family routine factors to observed disparities. RESULTS: In the UK, after adjustment for sociodemographic, cultural and family routine factors and maternal BMI, we found Black Caribbean children to have higher odds ratio (OR=1.7, confidence interval (CI)=1.1-2.6), Pakistani children to have lower odds of obesity (OR=0.60, CI=0.37-0.96) and Black African children were more likely to be overweight (OR=1.40, CI=1.04-1.88). In the US, in fully adjusted models, there were no race/ethnic disparities in children's odds of obesity and overweight. CONCLUSION: Disparities for Bangladeshi children in the UK and Mexican, other Hispanic and American Indian children in the US can be explained by socioeconomic disadvantage, whereas a range of cultural and family characteristics partially explain disparities for other groups in the UK. Future public health initiatives focused on reducing risk of overweight and obesity should consider the diverse socioeconomic and cultural profiles of all race/ethnic groups.

A meta-analysis of meausures of self-esteem for young children: a framework for future measures.

The objective of this study was to synthesize information from literature on measures of the self in young children to create an empirical framework for developing future methods for measuring this construct. For this meta-analysis, all available preschool and early elementary school self-esteem studies were reviewed. Reliability was used as the criterion variable and the predictor variables represented different aspects of methodology that are used in testing an instrument: study characteristics, method characteristics, subject characteristics, measure characteristics, and measure design characteristics. Using information from two analyses, the results indicate that the reliability of self-esteem measures for young children can be predicted by the setting of the study, number of items in the scale, the age of the children being studied, the method of data collection (questionnaires or pictures), and the socioeconomic status of the children. Age and number of items were found to be critical features in the development of reliable measures for young children. Future studies need to focus on the issues of age and developmental limitations on the complicated problem of how young children actually think about the self and what methods and techniques can aid in gathering this information more accurately.