"Intelligence as Related to Socio-Economic Factors"

Loevinger, Jane

doi:10.1037/11266-005

Cited by 16 publications

(8 citation statements)

References 37 publications

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“…The correlations obtained in this study were somewhat lower than many reported in the literature for this variable despite the fact that our study included parents from a wide range of social class levels. In a review of work in this area, Loevinger (1940) estimated that the average correlation found between parental occupation and the child's intelligence is about .40 (although this includes studies of different age groups), and similar figures were reported by Bayley (1954Bayley ( , 1965 for education and occupation of parents of preschool children. However, sex-linked developmental factors should be considered.…”

Section: Background-demographic Measuressupporting

confidence: 53%

Cognitive functioning in five-year-old boys as related to social-emotional and background-demographic variables.

Kohn

Rosman²

1973

Developmental Psychology

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The purpose of the study was to determine via hierarchical multiple regression analysis the extent to which cognitive functioning at the preschool level is a function of two major classes of variables: (a) backgrounddemographic variables and ( 6) measures of social-emotional functioning. Background variables as a group accounted for 6% to 22% of the variance in seven measures of cognitive functioning; social-emotional variables as a group accounted for 4.8% to 20.6% of the variance in these measures; jointly they accounted for 12.7% to 34.5% of variance. The most potent background variables were social class and race. The most potent social-emotional variables were Interest-Participation and Task Orientation; a third social-emotional variable, Cooperation-Compliance, was not related to cognitive functioning.

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Section: Background-demographic Measuressupporting

confidence: 53%

Cognitive functioning in five-year-old boys as related to social-emotional and background-demographic variables.

Kohn

Rosman²

1973

Developmental Psychology

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“…Finding only modest correlations between parental educational level and children's IQ at age 9, Bayley inferred that the effects of nature are far more powerful in creating individual differences in intellectual ability than are social class factors, which are fundamentally viewed as environmental. In contrast, Jane Loevinger 16 authored a sophisticated, systematic review of studies correlating measures of socioeconomic status with various measures of intelligence. She found a correlation of around .40 in those studies using a purely verbal measure of intelligence and parental education rather than income as a measure of parental status.…”

Section: The Nature-nurture Controversymentioning

confidence: 99%

Chapter III: A Shifting Social Context: NSSE Looks at Equity in Schools and Classrooms

Cohen

2001

Teachers College Record: The Voice of Scholarship in Education

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The issue of equity is an important thread running through a century of Yearbooks of the National Society for the Study of Education (NSSE). Although we tend to think of equity in the schools as a relatively recent issue, it was a major concern as early as 1916. This chapter analyzes how authors of NSSE chapters conceptualized and wrote about equity in U.S. schools.Equity denotes equality of educational opportunities and outcomes for all students. Although much has been made elsewhere of the difference between equity defined in terms of formal inputs to schools and equity defined in terms of outcomes, a more inclusive definition is a better match for the breadth of the literature surveyed. If schools achieved this ideal state of equity we would find the following relationships: weak or nonexistent correlations of indices of social class (SES), race, and ethnicity and student educational outcomes such as attainment or performance; few schools segregated by poverty in which the quality of teachers and resources is inferior to that of other schools where students come from richer families; no differences in class, race, and ethnicity according to track and ability group membership within schools; and, finally, no correlations between social class background and academic status differences within classrooms so that those children who are seen as good students by the teacher and their classmates are not especially likely to be from middle-class families.Achieving equity through intervening in the schools alone is difficult because in many ways schools reflect and mirror inequities in the larger society. Some have argued that schools actively reproduce the inequalities of the larger society. In contrast, others have seen the school as receiving students who are unequal in their potential to succeed because of genetic factors or because of home and community

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“…Without adequate control (e.g., special tests) of the factors pertaining to social and economic background which are known to influence intelligence-test performance, such conclusions are widely open to question. As long as a satisfac-tory technique for such controls is lacking, scores on intelligence tests can have no clear meaning as to what native differences may exist among cultural, professional, or class groups (Neff, 55; Loevinger,48;Mann,53). In contrast to the stereotyped organic basis of insect social castes, the differentiation of human social castes appears to be dominantly influenced by essentially nongenetic factors.…”

Section: Critical Differences Between Levelsmentioning

confidence: 99%