|
Abstract
|
OBJECTIVES: We examined associations among race/ethnicity, socioeconomic factors and driving status in a nationally representative sample of >26,000 U.S. high school seniors.
METHODS: Weighted data from the 2012 and 2013 Monitoring the Future surveys were combined and analyzed. We imputed missing values using fully conditional specification multiple imputation methods. Multivariate logistic regression modeling was conducted to explore associations among race/ethnicity, socioeconomic factors and driving status, while accounting for selected student behaviors and location. Lastly, odds ratios were converted to prevalence ratios.
RESULTS: Twenty-three percent of high school seniors did not drive during an average week; 14% of white students were non-drivers compared with 40% of black students. Multivariate analysis revealed that minority students were 1.8 to 2.5 times more likely to be non-drivers than their white counterparts, and students who had no earned income were 2.8 times more likely to be non-drivers than those earning an average of ≥$36 a week. Driving status also varied considerably by student academic performance, number of parents in the household, parental education, census region and urbanicity.
CONCLUSIONS: Our findings suggest that resources-both financial and time-influence when or if a teen will learn to drive. Many young people from minority or lower socioeconomic families who learn to drive may be doing so after their 18(th) birthday and, therefore, would not take advantage of the safety benefits provided by graduated driver licensing. Innovative approaches may be needed to improve safety for these young novice drivers.
Language: en |