Relations of Social-Class and Sex Differences to High-School Achievement

Heimann, Robert A.; Schenk, Quentin F.

doi:10.1086/442104

Cited by 11 publications

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“…In addition, the sex difference in strategy choice which was not predicted suggests that school grades would not be a good index of the past experience of success or failure at problem solving. Girls are consistently reported to have higher grade averages than boys (Heilmann & Schenk, 1954;Klausmeier, 1958;Phillips, 1962). Boys, on the other hand, have been found to be superior to girls in problem solving (Berry, 1958(Berry, , 1959Duncan, 1962;Hoffman & Maier, 1962).…”

Section: Discussionmentioning

confidence: 99%

A sex difference in the Wechsler IQ vocabulary score as a predictor of strategy in a probability-learning task performed by adolescents.

Weinberg

Rabinowitz²

1970

Developmental Psychology

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Forty-eight adolescents were pretested on the Block Design and Vocabulary subtests of the Wechsier IQ test and then on the experimental task. The subject was required to predict which of two stimuli would be presented at each of 120 trials. The stimuli were disproportionate in frequency of appearance; the trial sequence was random. The Vocabulary scores and the Block Design scores are about equally good predictors of IQ. It was assumed that the Vocabulary scores would predict strategy better because these should be more related to previous success or failure experience. The predicted relationship was demonstrated for boys but not for girls. Discussion centers on interpretation of the sex difference as a consequence of different sex roles influencing the function of language.1 Now at Brooklyn College. Requests for reprints should be sent

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Section: Discussionmentioning

confidence: 99%

A sex difference in the Wechsler IQ vocabulary score as a predictor of strategy in a probability-learning task performed by adolescents.

Weinberg

Rabinowitz²

1970

Developmental Psychology

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A recurrent finding is that student's social class is related to school performance (EeUs et al, 1951 ;Heimann and Schenk, 1954;Deutsch, 1960;Coleman et aL, 1966; Fleishmann Report, 1972) and to educational attainment (Folger and Nam, 1967;Spady, 1967;SeweU, 1971, U_S. Bureau of the Census, 1973 Treiman and TerreU, 1975).

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confidence: 99%

Social class discrimination in the schooling process: Myth and reality

Amato¹

1980

Urban Rev

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A recurrent finding is that student's social class is related to school performance (EeUs et al., 1951 ;Heimann and Schenk, 1954;Deutsch, 1960;Coleman et aL, 1966; Fleishmann Report, 1972) and to educational attainment (Folger and Nam, 1967;Spady, 1967;SeweU, 1971, U_S. Bureau of the Census, 1973 Treiman and TerreU, 1975). A variety of causative factors have been suggested. This paper will explore only two: social class bias of school personnel and the relationship of the meritocratic ideology of the schools to the opportunity structure of the American society. Studies of teachers" classroom behavior and the assignment of students to ability and curriculum tracks will be reviewed in an attempt to demonstrate that social class discrimination in the schooling process is both myth and reality. It will be argued that the lower class student suffers at several key points in the schooling process, not because of criteria applied in a biased manner, but because of the nature of the criteria used to make decisions and the negative consequences that disproportionately affect lower class individuals when they are applied. These class-related criteria are discussed as affecting lower class students' opportunities during their school careers and as extending beyond the school to limit their opportunities for postsecondary education and their rewards in the labor market. Meritocratic criteria are then discussed in terms of their role in perpetuating, rather than reducing, educational and economic inequality. SOCIAL CLASS BIAS IN THE SCHOOLSLooking first at classroom behavior studies, differential classroom treatment by social class has been studied for some time. Davis and Dollard (1940) reported that lower class children received a majority of teacher criticisms, whereas more teacher rewards went to upper status children. Clifton (I 944) noted that teachers in areas of high status had slightly more "highly integrative" contacts and slightly fewer conflict contacts with their pupils than teachers in other areas. More recently, Friedman and Friedman (1973) found that significantly more total reinforcement went to middle class than to lower class children in the fifth-and sixthgrade classes observed.

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A social psychological view of large group instruction

Schuck

1970

Psychol. Schs.

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Relations of Social-Class and Sex Differences to High-School Achievement

Cited by 11 publications

References 1 publication

A sex difference in the Wechsler IQ vocabulary score as a predictor of strategy in a probability-learning task performed by adolescents.

A sex difference in the Wechsler IQ vocabulary score as a predictor of strategy in a probability-learning task performed by adolescents.

Social class discrimination in the schooling process: Myth and reality

A social psychological view of large group instruction

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