Educability-and-Group-Differences-1973-by-Arthur-Robert-Jensen

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Table 12.1 Number of white sigma units by which minority group means fall below the white mean Sample Size (N) Stanford Achievement Tests Non-verbal Intelligence Home Index (SES) Adjusted Achievement Means Grade White Negro Mexican Negro Mexican Negro Mexican Negro Mexican Negro Mexican 1 285 218 258 0-25 0-34 1-07 0-53 _ _ -0-09 0-15 2 229 162 250 0-57 0-37 1-03 0-70 -- -- 0-15 006 3 281 207 241 0-83 0-68 0-98 0-53 0-58 M3 Oil 0-05 4 237 189 239 0-69 0-59 0-95 0-48 0-38 1-18 0-17 0-15 5 242 198 211 0-75 0-54 0-05 0-62 0-70 1-18 0-21 0-10 6 219 169 218 0-84 0-69 1-23 0-67 0-47 1-36 0-09 0-02 7 388 262 305 0-71 0-57 M3 0-72 0-71 1-36 007 0-08 8 356 289 303 0-64 0-62 1-18 0-79 0-77 1*34 0-06 0-08 Mean 0-66 0-55 1-08 0-63 0-60 1-26 0-10 0-09
250 Educability and Group Differences the Mexican homes Spanish or another foreign language is spoken exclusively, as compared with 1-1 percent for whites and 0-5 percent for Negroes. Many of the parents of the Mexican children grew up in Mexico where they had little or no education. Most of them came to the central valley of California (in which the present study was conducted) as agricultural workers living in overcrowded, unsanitary migratory camps that follow the fruit and vegetable crops. Because of the nomadic life of the parents, many of these Grade Figure 12.1 Mean T scores (£ = 50, SD = 10) on Raven’s Progressive Matrices. children have poor records of school attendance. The adjusted achievement means (the last two columns of Table 12.1) refer to the achievement test means after they have been adjusted by analysis of covariance using intelligence and SES as the control variables. In effect, these two columns represent the sigma units by which the minority groups fall below the white in achievement when all groups are statistically equated for intelligence and SES. The achievement differences that remain are practically negligible and can be even further reduced by including additional control variables, such as motivational and personality tests, in the covariance analysis. On Raven’s Progressive Matrices, a non-verbal, culture-fair test
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Educability & Group Differences Art
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THE AUTHOR Since 1957 Dr. Arthur R.
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Ediicability and Group ^
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To the memory of Sir Cyril Burt e d
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List o f Tables 3.1 Correlations am
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17.3 Theoretical regression lines b
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2 Educability and Group Differences
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10 Educability and Group Difference
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Subpopulation differences in educab
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2 Current technical misconceptions
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j Intelligence and educability Educ
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Table 3.1 Correlations (decimals om
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Table 3.3 Correlations (decimals om
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100 Educability and Group Differenc
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7 Race differences in intelligence
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ig Physical environment and mental
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20 Recapitulation The study of abil
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Appendix on Heritability Heritabili
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References a in s w o r t h , m . d
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398 Author Index Davis, A., 300 Dea
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400 Author Index Nichols, R. C., 10
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Author Index 401 Warren, B. L., 120
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cultural deprivation, 258 culture-b
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Making Xs Test of speed and persist
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Stanford-Binet Intelligence Scale,
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