Do Immigrant Children Display an Advantage in Executive Function?: Evidence from a National Dataset

• In Event: Poster Session 14
  In Poster Session: PS 14 Topic - Education, Schooling

Abstract

Introduction: Over 25% of U.S. students come from immigrant families (Migration Policy Institute, 2017), and it therefore is important to understand the skills of this population of students to best to serve them. A body of research suggests an “immigrant paradox”, in which, despite certain obstacles and challenges, first- and second-generation immigrants demonstrate better outcomes than their non-immigrant peers (Artekias et al., 2015; Brown & Chu, 2012; Crosnoe, 2007; Greenman, 2013; Guttmannova, 2016; Han, 2008; Palacios et al., 2008; & Suarez-Orozco et al., 2009). This paradox has been found in such domains as health (Mendoza, 2009), academics (Palacios et al., 2008), and socioemotional competencies (Crosnoe, 2007), but research has yet to explore the relationship between generational status and cognitive skills, such as executive function (EF), which play an important role in academic success (Best et al., 2011; Blair & Razza, 2007; Duncan et al., 2007; McClelland et al., 2006).

The current study investigates if such a paradox exists for elementary students in such EF skills as working memory, cognitive flexibility, inhibitory control, and attention. Two specific research questions are addressed: (1) does generational status (1st, 2nd, or 3rd+) predict students’ EF skills at kindergarten entry, second grade, and fifth grade?; and (2) are there differences by race/ethnicity of the impact, if any, of generational status on EF at these time points?

Hypotheses: It is hypothesized that, in line with immigrant paradox research in other domains, we will find evidence of such a paradox in EF skills and most likely there will be differences by ethnicity.

Participants: The current study uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The analytic sample is restricted to children who are Asian or Latino (n = 5,280), as they comprise over 75% of first- and second-generation children in the full sample. Table 1 illustrates the descriptive statistics of the sample, by generational status.

Method: A series of four complementary multiple regression analyses, including full maximum likelihood estimates for missing data and a host of relevant covariates, are run with each of the EF skills listed above as the outcome variable.

Results: Preliminary results differ by time point and EF skill, but suggest an overall EF advantage, especially in in inhibitory control and attention at kindergarten-entry and fifth grade, for first- and second-generation students in comparison to their non-immigrant peers (RQ 1). There is some indication of differences by ethnicity. Asians appear to have an advantage in inhibitory control and attention at kindergarten-entry and in working memory at fifth grade, whereas Latinos do better in cognitive flexibility at second grade (RQ 2).

Implications: This study contributes to the “immigrant paradox” research, highlighting the strengths of children in immigrant families. Our findings present practitioners, researchers, and policy makers insight into the EF performance and strengths of immigrant children during their early school years. Given the link between EF and academic achievement, these findings may be useful to educators looking to support young immigrants and children of immigrants in their academic endeavors.

Authors

• Christa R. Greenfader, California State University - Fullerton
  Presenting Author

• Julia Gutekunst, California State University, Fullerton
  Non-Presenting Author