| This study examined the connections between language brokering, social cognition, and academic achievement for preadolescent Latinos. Gender differences in language brokering activity, theory of mind ability, and academic achievement were also examined. There is a paucity of research on theory of mind development in older children from low SES and ethnic minority communities, as well as children from cultures outside the United States and Western Europe. There is no research on the relation between language brokering, theory of mind ability, and academic achievement. This study uses both a cultural approach and a theory of mind approach to study the socio-cognitive development of Latino preadolescents from immigrant families.; Participants were 117 Mexican American 6th graders (M = 11.33 years; 56 girls, 61 boys) from a semi-rural agricultural community in Oregon. Each participant completed a questionnaire consisting of the Language Brokering Scale, the Short Acculturation Scale for Hispanic Youth, the Parent-Child Bonding Scale, and demographic information. Participants also completed tests of receptive English vocabulary (PPVT-III), receptive Spanish vocabulary (TVIP), and responded to two theory of mind vignettes developed to assess higher order theory of mind ability.; Participants who reported being chosen as the primary language broker out-performed non-primary language brokers on theory of mind ability, things brokered, GPA, and reading achievement test scores. Girls out-performed boys on theory of mind ability, biculturalism, Spanish vocabulary, and GPA. Non-primary girls language brokered for more people than primary girls, and non-primary boys language brokered for less people than primary boys. Non-primary girls also reported more biculturalism than any other sub-group. English vocabulary, language broker order, and feelings about brokering were positively related to theory of mind ability for boys. Language broker order and biculturalism were positively related to theory of mind ability for girls. The relationship between theory of mind ability and academic achievement was non-existent for girls, and seemed to be masked by language brokering variables for boys. These results are discussed in relation to cultural variation in theory of mind, and traditional Latino gender socialization goals. Implications for the classroom and suggestions for future research are also discussed. |
