Intergenerational upward educational mobility and cognitive performance: results from the Study of Latinos‐Investigation of Neurocognitive Aging (SOL‐INCA)

Abstract INTRODUCTION Upward educational attainment is associated with better cognitive function; differences by Hispanic/Latino heritage are unclear. METHODS We analyzed data from the Hispanic Community Health Study/Study of Latinos (HCHS/SOL) and its ancillary study SOL‐Investigation of Neurocognitive Aging (SOL‐INCA; n  = 3300) to compare cognitive function and 7‐year cognitive change between first‐generation and multigenerational high school (HS) graduates (i.e., neither parent vs 1+ parent graduated HS) using survey‐linear regression models, and assessing for heterogeneity by heritage and nativity. RESULTS First‐generation Cuban, Mexican, and Puerto Rican HS graduates had significantly lower baseline cognitive scores than multigenerational graduates, while Dominican, Central, and South American graduates had similar cognitive scores. We found some evidence of heterogeneity by nativity. Cognitive change was similar across groups. DISCUSSION More studies of Latinos across the life course are needed to disentangle the role of educational mobility and cognitive health, particularly among US‐born Hispanic/Latino adults. Highlights Intergenerational upward educational mobility has been linked with better late‐life health. Despite significant educational gains, little is known about the association between educational mobility and cognitive function among Hispanic/Latino adults. First‐generation HS graduates had significantly lower cognitive scores at baseline compared to their multigenerational counterparts, particularly among individuals of Cuban, Mexican, and Puerto Rican heritage. Disparities in cognitive scores between first‐generation and multigenerational HS graduates were more pronounced in individuals born outside the United States. Cognitive change appeared similar across groups and did not vary by Hispanic/Latino heritage or nativity.