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Objective The objective of the present study was to examine the neurocognitive profiles associated with limited English proficiency (LEP). Method A brief neuropsychological battery including measures with high (HVM) and low verbal mediation (LVM) was administered to 80 university students: 40 native speakers of English (NSEs) and 40 with LEP. Results Consistent with previous research, individuals with LEP performed more poorly on HVM measures and equivalent to NSEs on LVM measures—with some notable exceptions. Conclusions Low scores on HVM tests should not be interpreted as evidence of acquired cognitive impairment in individuals with LEP, because these measures may systematically underestimate cognitive ability in this population. These findings have important clinical and educational implications.

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The student body in university science classrooms is increasingly diverse demographically (NCES, 1995; 2015); and this change brings with it an increased chance of mismatch between professor’s expectations and students’ behaviors. Being aware of how cultural expectations influence teaching and learning is the first step in understanding and overcoming these mismatches in order to help all students succeed. Drawing from published research as well as interview and survey data, we highlight ways for professors to create an atmosphere of belonging (Walton & Cohen, 2011) and an appreciation of people from all cultures (Museus et al., 2017).