A Diffusion Model for the Study of the Cultural Determinants of Differential Intelligence. Final Report.

Autor/in	Sanday, Peggy R.
Institution	Carnegie-Mellon Univ., Pittsburgh, PA.
Titel	A Diffusion Model for the Study of the Cultural Determinants of Differential Intelligence. Final Report.
Quelle	(1973), (108 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Ability; Academic Records; Black Students; Classroom Desegregation; Cultural Traits; Educational Policy; Equal Education; Intelligence Quotient; Lower Class; Models; Public Schools; Racial Differences; Scores; Social Class; Upper Class; White Students; Pennsylvania; Pennsylvania (Pittsburgh) + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Integrationsklasse; Politics of education; Bildungspolitik; Intelligenzquotient; Analogiemodell; Public school; Öffentliche Schule; Rassenunterschied; Social classes; Soziale Klasse; Oberschicht
Abstract	In empirically examining and developing a cultural diffusion model for the explanation of racial differences in mental ability scores, the major hypothesis of the model is that racial differences in mean IQ scores are a function, among other factors, of the degree and nature of contact a group has with the mainstream culture. The data were drawn from the cumulative school records of all the ninth graders who were in the Pittsburgh Public School System in the 1970-71 school year. The major part of the analysis involves the examination of the pattern of change in the IQ scores of the students who entered the system in the kindergarten and remained enrolled until the ninth grade. It was found that school and community segregation is related to an overall decrease in mean IQ scores between grades K-8 for both blacks and whites. The IQ of students in lower social class school environments decreases over time while that of students in upper social class environments increases. Two major policy recommendations are suggested by these results and the overall approach. The first concerns the potential value of the use of information contained in school records for formulating and monitoring educational policy related to equality of educational opportunity. The second policy recommendation discusses the importance of school social class integration in the early grades. (Author/RJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC