Abstract
Objectives: This study examined gender variations in the effect of education and acculturation on cognitive function in a group of older immigrants. Methods: Data were from the Study of Older Korean Americans, a multistate survey of Korean Americans aged 60 years and older (N = 2061). Multivariate linear regression models of cognitive function, measured with the Mini-Mental State Examination, were tested to examine the independent and interactive effects of education, acculturation, and gender. We hypothesized that gender would be a moderator in the relationships of education and acculturation with cognitive function. Results: Supporting the hypothesis, the positive effect of both education and acculturation was greater among women than men. Furthermore, the positive association of education with cognitive function was pronounced among women with low acculturation. Discussion: Our findings suggest that gender plays a critical role in determining the cognitive health benefit arising from education and acculturation singularly and in concert.