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With a diverse sample of community college (CC) students (n = 94), we investigated how the working memory (WM)-math relation may be moderated by aspects of acculturation, including cultural adoption and cultural maintenance. We predicted that higher levels of each of the above acculturation factors would improve math performance by way of reducing WM load (via cognitive load). Conversely, we expected a weaker WM-math correlation at lower levels of acculturation due to the increased variability in cultural factors and the adverse effect of lower acculturation on WM through heightened cognitive load. In this cohort, WM correlated with math performance, but acculturation did not significantly influence this relationship. Neither cultural adoption nor cultural maintenance moderated the WM-math association. Results suggest that individualized educational interventions based on acculturation status alone may not be an effective strategy. Instead, institutions such as schools and governmental agencies may focus on providing a better foundation for educational success by enhancing academic and non-academic support systems to promote equitable educational opportunities for all students. Further research should explore additional individual and/or demographic factors (e.g. socioeconomic status, experiences of discrimination, cultural background) to better understand these complex relations. 

Socioeconomic status (SES) has been shown to be related to brain development and cognitive performance. We present a functional NIRS connectivity analysis in children with different SES during a working memory task.