Testing the Integrative Theory in Predicting School Readiness and Executive Function Skills for Minority and Other Kindergarten Children Using Structural Equation Modeling

• In Event: AERA Poster Session 8
  In Poster Session: Early Childhood Outcomes

Abstract

The integrative theory argued that it is necessary to study ethnic minority children based on their context, and the ways in which they and their families may attempt to navigate as marginalized groups in society. This is the first study to (1) determine whether the integrative theory could account for individual differences in the kindergarten mathematics skills and working memory of minority kindergarten children and (2) determine whether latent variables constructed from measured variables would account for developmental outcomes in the manner specified in the integrative theory. Structural equation modeling of 15,000 kindergarten children indicated significant associations between social position, child characteristics, and family cultural capital and developmental outcomes for minority and other children.

Authors

• Dana Miller-Cotto, University of Delaware

• Aubrey H. Wang, Saint Joseph's University