Concurrent Predictors of Science in Latine Kindergarteners (Poster 10)

• In Event: AERA Poster Session Friday 9:50 a.m.
  In Poster Session: Division C - Section 1d: Science Poster Session

Abstract

Due to the crucial role of early science learning in future school success, employment, and prosperity (Office of Head Start, 2015; National Academy of Sciences et al., 2010), attention to possible predictors of science learning is increasing. Most of what we know about it, however, comes from studies with primarily White, English-speaking, upper-middle-class samples (Melzi & McWayne, 2023). Answering the increasing call to expand research to culturally and linguistically diverse samples, the current study analyzes reading, math, and executive functions as predictors of science learning in Latine Kindergarteners from a nationally representative sample (ECLS-K:2011). Our results showed that math, reading, and EFs were each independently and concurrently associated with Latine children’s science performance.

Authors

• Paola del Campo, Pennsylvania State University

• Annalise Chang, Pennsylvania State University

• Jimena Cosso, University of Maryland