Poster #6 - Asian Immigrant Maternal Depression, Acculturation, and Child Kindergarten Outcomes: A Comparison with U.S.-born Asian Families

• In Event: Saturday Poster Luncheon

Abstract

Background and Purpose: This study investigates whether maternal depressive symptoms and language acculturation are associated with children’s academic and socio-emotional outcomes in kindergarten among a sample of Asian and White families. Research has shown that acculturation stress in Asian immigrant families is linked to mental health challenges, with maternal mental health difficulties correlating with reduced support for children. However, our understanding of whether immigrant status and its attendant language acculturation functions as a risk or protective factor remains limited, as Asian immigrants often experience different patterns of depression compared to their U.S.-born counterparts. Thus, this study aims to provide a more nuanced understanding of how language acculturation may be intertwined with maternal mental health, and the implications for children’s early educational experiences. 

 

Methods: Data were drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 using the spring parent interview responses and teacher assessments. The study sample included 896 children of Asian mothers and 6,018 children of White mothers enrolled in kindergarten. We used OLS regression models to examine whether maternal depressive symptoms and frequency of non-English language use are associated with teacher reports of self-control, interpersonal skills, external and internalizing behaviors, and reading and math scores among children in kindergarten. In the final analysis, we disaggregated the sample of Asian children based on mother’s nativity status (Foreign-born (n=782) vs. U.S.-born (n=114)) to analyze whether maternal depressive symptoms and frequency of non-English language use in combined categories are associated with child socio-emotional and academic outcomes in kindergarten.

 

Results: The findings revealed that Asian mothers displayed fewer depressive symptoms than White mothers. In the OLS regressions of the Asian sub-sample, greater maternal depressive symptoms were associated with lower reading and math scores, while more frequent use of non-English with child was associated with better interpersonal skills among children of Asian mothers. In the OLS regressions of the White sub-sample, greater maternal depressive symptoms were associated with more externalizing and internalizing behaviors, while more frequent use of non-English with child was associated with worse math scores among children of White mothers. In the final models, it was revealed that children of Asian foreign-born mothers who used non-English more frequently with child and who did not report clinical depression had greater self-control, better interpersonal skills, and higher reading and math scores than children of Asian foreign-born mothers who used non-English less frequently with child. Additionally, children of Asian immigrant mothers who used non-English more frequently with child and who did report clinical depression still had better interpersonal skills than the reference group.   

 

Conclusions and Implications: In sum, maternal depressive symptoms are generally linked to negative academic outcomes among children of Asian mothers, but negative socio-emotional outcomes among children of White mothers. Meanwhile, Asian foreign-born mothers who use non-English with their children appear to confer both socio-emotional and academic benefits to their children in early schooling. These findings highlight the need to consider cultural-linguistic contexts and family immigration experiences when developing interventions to support maternal mental health and child development.

Author

• Jin H Kim, Northeastern Illinois University
  Presenting Author