Who's not driving among U.S. high school seniors: A closer look at race/ethnicity, socioeconomic factors, and driving status

Shults, Ruth A.; Banerjee, Tanima; Perry, Timothy · 2016 · OpenAlex-citations

DOI: 10.1080/15389588.2016.1161761

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Summary

This study investigates the disparities in driving status among U.S. high school seniors, specifically examining how race/ethnicity and socioeconomic factors influence whether teens drive. The research was motivated by a 55% decline in fatal crashes involving teen drivers between 2004 and 2013, potentially linked to delayed licensure. Previous studies indicated racial and economic gaps in licensure rates but suffered from small sample sizes and limited socioeconomic data. This study aimed to provide a more comprehensive analysis using a large, nationally representative dataset to understand the barriers preventing certain groups from driving. The researchers analyzed weighted data from the 2012 and 2013 Monitoring the Future surveys, combining them to create a final weighted sample of 26,790 students aged 16 and older. Driving status was determined by self-reported mileage driven during an average week, with those driving zero miles classified as nondrivers. The study accounted for race/ethnicity, socioeconomic indicators (including student earned income, parental education, household structure, and allowances), student behaviors (academic performance, truancy, social outings), and location (census region and urbanicity). Missing data were handled using fully conditional specification multiple imputation. Multivariate logistic regression models were fitted to estimate associations, and odds ratios were converted to prevalence ratios to account for the non-rare outcome of nondriving. Results indicated that 23% of high school seniors did not drive during an average week. Significant racial disparities existed: 14% of white students were nondrivers, compared to 40% of black students and 37% of Hispanic and Asian students. Multivariate analysis revealed that minority students were 1.8 to 2.5 times more likely to be nondrivers than white students. Socioeconomic factors showed strong inverse gradients with driving status. Students with no earned income were 2.8 times more likely to be nondrivers than those earning at least $36 weekly. Similarly, students receiving no money from other sources, living in single-parent households, or having parents with lower education levels were significantly more likely to be nondrivers. Geographic location also played a role, with students in the Northeast and large metropolitan areas being more likely to be nondrivers than those in the Midwest or nonmetropolitan areas. The findings suggest that financial resources, parental time, and access to vehicles critically influence when or if teens learn to drive. The authors conclude that many minority and low-income teens likely obtain licenses after age 18, thereby missing the safety benefits of Graduated Driver Licensing (GDL) programs designed for younger drivers. This delay may contribute to higher crash risks for these groups, as they lack the structured learning environment of GDL. The study highlights the need for innovative safety approaches for older novice drivers and suggests that the relationship between driving status and economic opportunity may be reciprocal, where lack of a license limits employment prospects.

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Topics

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• demographic disparities
• learner drivers
• novice drivers
• generational effects