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Executive functions remain one of the most investigated variables in both cognitive science and in education given its high correlation with numerous academic outcomes. Differences in executive function skills between children from higher socioeconomic and lower socioeconomic homes, as well as children from different racial/ethnic backgrounds, are often attributed to the quality of their environment and family resources. The goal of this essay is to highlight commonly held beliefs about executive functions in the field and provide alternative explanations for existing research findings for minoritized children and their families. We provide a summary of the literature on executive functions, how it’s often measured, how it develops, and how we might view research findings differently with greater knowledge of the groups we are studying.
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