Assessing Culturally Relevant Variables in Predicting Science Outcomes in Asian American Kindergartners

Though separate research has found that early experiences, parental beliefs, and cognitive skills all influence science learning, science remains an underexamined domain compared to math and reading, despite its policy and societal implications. We integrate and expand on previous research by examining culturally relevant variables in different subgroups of Asian American kindergartners (N = 894). Guided by the Opportunity-Propensity Model of Achievement, we conducted a multi-group path analysis with science scores as the outcome, and propensity (self-regulation, social skills, and prior knowledge), opportunity (e.g., parent and child reading, TV-watching routine), and antecedent variables (e.g., poverty, SES, number of siblings and close grandparents, parental expectations, primary language at home, immigrant status) as predictors. We expected that propensity and opportunity variables would mediate the effects of antecedent variables. We conducted a multi-group path analysis, in which we examined differences between subgroups (China, India, Vietnam, Other East, Other Southeast, Other). Although we did not find heterogeneity in science achievement among subgroups, we found various direct and indirect effects at the subgroup level. Findings suggest that Asian American children may generally benefit from enhanced self-regulatory skills and prior knowledge, though some subgroups may benefit specifically from having fewer TV-watching rules and non-structured activities. We also recommend further disaggregation and reporting of data to better support learners.