We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Understanding Working Memory and Mathematics Development in Ethnically/Racially Minoritized Children through an Integrative Theory Lens.
- Authors
Miller-Cotto, Dana; Ribner, Andrew D.; Smith, Leann
- Abstract
Limited research on working memory has centered on ethnically/racially minoritized children, thereby limiting researchers' abilities to draw conclusions about working memory or to provide additional supports in cultivating working memory for these children. Using the Integrative Theory as a lens, the current study explored the predictive benefit of parent academic socialization strategies on the working memory and subsequent mathematics skills of a nationally representative sample of ethnically/racially minoritized children. Using structural equation modeling techniques, a path model including social position; family structure; leisure activities; parent academic socialization strategies; and their association with kindergarten Asian/Asian-American (N = 1211), Black (N = 1927), and Latine (N = 3671) children's working memory and first-grade mathematics skills were examined. Furthermore, multigroup moderation was used to test for differences between ethnic/racial groups. Connections to social capital theory, community cultural wealth, and culturally relevant interpretations of the study findings are discussed.
- Subjects
SHORT-term memory; FAMILY structure; SOCIAL status; STRUCTURAL equation modeling; MATHEMATICS
- Publication
Behavioral Sciences (2076-328X), 2024, Vol 14, Issue 5, p390
- ISSN
2076-328X
- Publication type
Article
- DOI
10.3390/bs14050390