B - 36 Indian Educational System and Neuropsychological Evaluation among Indian Americans: a Review with Clinical and Cultural Considerations.

Abstract

India's educational system is highly complex and intricate. Individuals who emigrate to the United States from India, commonly referred to as Indian Americans, demonstrate a wide range of educational backgrounds. Nonetheless, little is known about the impact of their education on cognition. This study sought to investigate the association between education and cognition among Indian Americans who moved to the United States subsequent to obtaining minimum high school education in India. A literature review was undertaken to determine the extent and the nature of the relationship between education and cognitive performance in Indian Americans. No studies were identified that systematically examined the links between educational attainment and cognitive performance among Indian Americans. Previous research conducted in India found that higher educational attainment was associated with better cognitive performance in the domains of attention, memory, language, and executive functioning. However, other studies report gender and regional differences as variables influencing association between education and cognitive performance. The study provides clinicians with a deeper understanding of the nuanced and multifaceted nature of educational experiences among Indian Americans. Variability in education stemming from a multitude of factors including language of instruction in the school vs. language/s spoken at home, school's funding, location of the school, school curriculum (public vs. private schools), and societal attitudes towards gender and literacy can impact cognitive performance. These aspects need to be clearly parsed out for accurate selection of the test battery and interpretation of the test performance.