ERIC Number: ED085468
Record Type: Non-Journal
Publication Date: 1973-Nov
A Diffusion Model for the Study of the Cultural Determinants of Differential Intelligence. Final Report.
Sanday, Peggy R.
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)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Carnegie-Mellon Univ., Pittsburgh, PA.
Identifiers - Location: Pennsylvania; Pennsylvania (Pittsburgh)