The Development of Executive Functions and Mathematics: an Integrative Theory Perspective
Using the Integrative Theory as our framework, the current study investigated whether the context of family (social position, cultural adaptation, and structure) was consistent for 5 to 6-year-old Asian-American (n = 1, 926), Black (n= 1, 211), and Latino kindergarten children (n = 3,637) and whether malleable family practices predict mathematics performance and executive function. Findings indicated significant differences in the covariance matrices across the three, suggesting that that there may be qualitative differences in how Asian-American, Black, and Latino children draw from different values and strengths within their culture, community, and family to become ready for school. Findings are discussed in terms of contributions to the Integrative Theory and family practices more generally.
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