Cognitive Aging Among First-Generation College Graduates and Those With Different Educational Backgrounds.

Abstract

The present study addresses cognitive aging for first-generation college graduates (FGCGs) to contribute to the limited literature. The two waves of the Midlife in the United States (MIDUS) data (N = 4,068; aged 56 on average) were analyzed with multigroup analyses (across four educational groups) using change-regression models for verbal episodic memory and executive function, controlling for covariates. For both cognitive outcomes, the FGCG and continuing-generation college-graduate (CGCG) groups had higher levels at age 56 on average than the two non-college-graduate groups, whereas the CGCG group had smaller cognitive declines than the FGCG and non-college-graduate groups. Exploratory analyses suggested that physical activity mediated the associations between college graduation and levels of both cognitive outcomes, and income mediated its associations with changes in both outcomes. These findings highlight the potential benefits of college education and provide implications for approaches to supporting first-generation college students and promoting aging adults with different educational backgrounds.