Cultural Connections and Executive Function in Urban American Indian Children
Author Information
Author(s): Alexis Merculief, Monica Tsethlikai, Felix Muniz
Primary Institution: Stanford University
Hypothesis
This study examines how environmental risk and protective factors influence executive function development in urban American Indian children.
Conclusion
Cultural connectedness positively impacts executive function in urban American Indian children, while experiences of discrimination negatively affect it.
Supporting Evidence
- Parents reported that cultural beliefs and practices were associated with higher executive function in children.
- Experiences of discrimination were linked to lower executive function ratings by parents.
- Neighborhood risks did not show a significant relationship with children's executive function.
Takeaway
This study shows that being connected to your culture helps kids think better, while facing discrimination makes it harder for them to focus.
Methodology
The study involved surveys of urban American Indian parents and their children, assessing environmental risks and cultural connectedness in relation to children's executive function.
Potential Biases
Potential bias in parent-reported measures of children's executive function.
Limitations
The sample size was small, and the findings may not generalize to all urban American Indian communities.
Participant Demographics
Participants included 156 urban American Indian parents and caregivers with children aged 7-14 years, predominantly biological or adoptive parents.
Statistical Information
P-Value
p<0.05
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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