A Systematic Review and Meta-Analysis of Racial/Ethnic Differences and Similarities in Executive Function Performance

• In Event: Poster Session 02
  In Poster Session: PS 02 Topic - Attention, Learning, Memory

Abstract

Research on executive functioning – a family of effortful top-down mental processes that underlie reasoning, problem solving, and planning abilities (Diamond, 2013) – has increased substantially over the last decade given its implications across developmental processes and outcomes (Karr et al., 2018). In childhood and adolescence, executive functioning has been tied to emotion regulation (Carlson & Wang, 2007), reduced peer problems (Holmes et al., 2015), and school readiness (Blair, 2002; Blair & Razza, 2007). A growing body of research has examined racial/ethnic differences in executive function performance (e.g., Dore et al., 2015; Flores et al., 2017). However, many studies focus on White-Black comparisons, with less attention to variation between- (e.g., Asian Americans, Latinos) and within- (e.g., Latinos: Mexican-Americans, Cuban-Americans) minority groups. Therefore, the extent to which the development of executive function varies between racial/ethnic groups in the United States is unclear, limiting future studies on the problems underlying these differences.

The aim of this meta-analysis was to evaluate the magnitude of racial/ethnic mean-level differences and similarities on executive functioning performance (i.e., inhibitory control, working memory, cognitive flexibility) between Whites and minorities and between- and within-minority groups in the United State. We also tested moderators of these differences (i.e., age, sex, education, component and measure of executive function, and year of data collection), which were exploratory. We frame our findings within the cultural differences or similarities hypotheses, following prior meta-analyses of mean-level differences on other developmental outcomes (e.g., Causadias et al., 2018). We hypothesized that differences between Whites and minorities would be small in magnitude based on previous research (e.g., Merz et al., 2017). We also expected these differences to be equal or smaller than differences between- and within-minority groups, supporting the cultural similarities hypothesis.

We performed a systematic search in PsycINFO, Web of Science, ERIC, PubMed, and ProQuest Dissertations and Theses Global, conducted a backward and forward search, and examined specific journals and conference abstracts (see Figure 1). From this, we identified 46 records (17% unpublished; 38 independent samples), including 56,067 total participants (mean age = 44.48 years; range = 3.05-80.45).

Absolute differences (i.e., regardless of the direction of the difference) between Whites and minorities (d = 0.85) were larger in magnitude compared to between-minorities (d = 0.44) and within-minorities (d = 0.09). We found substantial relative differences (i.e., accounting for the direction of the difference) between some groups in our post-hoc analyses (Figure 2). White-minority differences were moderated by type of performance-based measure and decreased by year of data collection.

Our findings contribute to the literature by illuminating the magnitude of differences between and within racial/ethnic groups. We found support for the cultural differences hypothesis in performance on executive function. We argue that these differences can be attributed to social inequalities experienced by racial/ethnic minorities across the lifespan as opposed to inherent differences between groups. Future research should examine the social factors that account for these differences in effort to minimize the gaps, including how racial and socioeconomic inequality undermine the development of executive function.

Authors

• Kevin Michael Korous, GDIT
  Presenting Author

• Gianna Rea-Sandin, University of Minnesota - Twin Cities
  Non-Presenting Author

• José M. Causadias, Arizona State University
  Non-Presenting Author