Abigail Villa L&S Social Sciences
Effect of child racial identity on executive functioning
Executive function (EF) is highly investigated in cognitive science and education due to its correlation with academic performance. Current research has shown that differences in EF with children from different racial/ethnic backgrounds are often due to the quality of the environment and family resources. Thus eliciting a narrative of an ethnic/racial “achievement gap” as early as school entry for children. However, assumptions that have not been proven are interwoven into the assessment(s) which may have important implications for results. A belief exists that all children respond similarly to assessment contexts, but this has not been formally examined. Specifically young children from historically minoritized groups may be at a disadvantage in completing and excelling at tasks made by and for White people which are normally conducted in White-dominant spaces. Which is why my research question: “Does a child’s racial identity affect their performance on executive function (EF) tasks?” will contribute new knowledge to the field of cognitive science and education, and provide equity for minoritized people of racial/ethnic backgrounds in terms of assessment of EF.
Message To Sponsor
Thank you so much for your generous support of my summer research. I am interested in exploring how racial identity may influence children's performance on executive function (EF) tasks—an area often overlooked in current assessment practices. Your funding allows me to pursue this critical work that challenges assumptions in cognitive science and seeks greater equity for historically minoritized communities. I am sincerely grateful for the opportunity to contribute to the field of research.