Patterns of Mental Abilities: Ethnic, Socioeconomic, and Sex Differences

Backman, Margaret E.

doi:10.3102/00028312009001001

Cited by 136 publications

(5 citation statements)

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“…Future research should attend more closely to the reliability and validity of the categories used, to the specific composition of the test battery, to the sizes of subgroups, and to socioeconomic status in the groups of test takers. Unplanned studies such as the present one and those described by Flaugher (Note 1), Backman (1972), and Merrifield (1976, 1978) can be helpful in advancing our understanding, but only to the extent that more details are provided about the characteristics of the tests and the test takers. As the number of adverse action litigations increases, so may the frequency of such unplanned sets of data.…”

Section: Profiles Of Cognitive Ability In Different Racial/ethnic And...mentioning

confidence: 83%

“…A second study of racial/ethnic and sex differences was that of Backman (1972). The Project Talent participants were Jewish white, non-Jewish white, black, and Oriental who had scores on six factors of mental ability as well as one factor of socioeconomic status, Backman referred to the six factors as Verbal Knowledge, English Language, Mathematics, Visual Reasoning, Perceptual Speed and Accuracy, and Memory.…”

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confidence: 99%

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Profiles of cognitive ability of different racial/ethnic and sex groups on a multiple abilities test battery.

Wing

1980

Journal of Applied Psychology

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Self-identification by racial/ethnic membership was requested, pursuant to a court order, from 1,373 applicants for professional and administrative employment in the federal service. Of the 1,348 for whom test answer sheets could be identified (760 males, 586 females, 2 unspecified), 139 declined to provide information about racial/ethnic membership and 155 omitted responding. Abilites assessed were verbal, judgment, induction, deduction, and number. Test scores were analyzed by sex for the eight largest groups identified. The results were in accord with most recent research on this subject: distinctively higher scores on induction, deduction, and number than on verbal and judgment for Asians; fairly flat profiles for whites, blacks, and Mexican Americans; and lower scores for females on judgment and number. Of interest was the similarity between black and white profiles, between two Asian profiles, and the superior performance of those who explicitly declined to state their racial/ethnic membership.In recent years the performance of different racial/ethnic and sex groups on a variety of cognitive ability tests has come under extensive investigation. Much of the increased attention has emphasized the meaning or validity of such test scores as they are used for selection purposes in education and employment (e.g., Jaeger, 1976). However, meanings of test scores can be sought in other areas. Distinctions may be made by type of cognitive ability, such as verbal and nonverbal, since different groups may have different profiles of abilities. For example, it is widely held that females score higher on tests of verbal ability, whereas males tend to score higherThe author wishes to thank Barbara M. Wooby for finding and retaining the answer sheets, Anthony J. Mento for sorting them, and Ilean R. Cook for rescoring and reanalyzing them. Comments by T. J.

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Section: Profiles Of Cognitive Ability In Different Racial/ethnic And...mentioning

confidence: 83%

mentioning

confidence: 99%

Profiles of cognitive ability of different racial/ethnic and sex groups on a multiple abilities test battery.

Wing

1980

Journal of Applied Psychology

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“…Studies of mathematical ability and achievement have consistently found sex differences favoring males (Backman 1972;Benbow & Stanley 1980;1982a;1983b;Bieri et al 1958;College Board 1985;Deaux 1985;Ernest 1976;Fennema 1974;Fox 1976;Fox et al 1983;Fox et al 1980;Garai & Scheinfeld 1968;Glennon & Callahan 1968; Keating 1974;Maccoby & Jacklin 1974;NAEP 1975;Suydam & Weaver 1970;Very 1967;Wilson 1972). In the mid-seventies there was heightened concern about the impact of these differences on women's career options (Datta 1985).…”

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Boys and girls and mathematics: What is the difference?

Bloom

1988

Behav Brain Sci

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Several hundred thousand intellectually talented 12-to 13-year-olds have been tested nationwide over the past 16 years with the mathematics and verbal sections of the Scholastic Aptitude Test (SAT). Although no sex differences in verbal ability have been found, there have been consistent sex differences favoring males in mathematical reasoning ability, as measured by the mathematics section of the SAT (SAT-M). These differences are most pronounced at the highest levels of mathematical reasoning, they are stable over time, and they are observed in other countries as well. The sex difference in mathematical reasoning ability can predict subsequent sex differences in achievement in mathematics and science and is therefore of practical importance. To date a primarily environmental explanation for the difference in ability has not received support from the numerous studies conducted over many years by the staff of Study of Mathematically Precocious Youth (SMPY) and others. We have studied some of the classical environmental hypotheses: attitudes toward mathematics, perceived usefulness of mathematics, confidence, expectations/ encouragement from parents and others, sex-typing, and differential course-taking. In addition, several physiological correlates of extremely high mathematical reasoning ability have been identified (left-handedness, allergies, myopia, and perhaps bilateral representation of cognitive functions and prenatal hormonal exposure). It is therefore proposed that the sex difference in SAT-M scores among intellectually talented students, which may be related to greater male variability, results from both environmental and biological factors.

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“…Denver, Στο National Assessment of Educational Progress. 20 Backman,E.(1972). Patterns of mental abilities: ethnic, socioeconomic and sex differences.…”

Section: γνωστικό επίπεδοmentioning

confidence: 99%

“…Ακόμη αρκετές έρευνες υποστηρίζουν ότι η εφηβεία περισσότερο στα αγόρια παρά στα κορίτσια, είναι πιθανόν να δημιουργεί στερεότυπα ως προς το να θεωρούν τα Μαθηματικά ανδρικό Πεδίο. (Sherman and Fennema 1977 69 , Fox, Broby και Tobin 1979 70 71 To σχολείο ως κοινωνικό ίδρυμα επηρεάζεται φυσικά από το ευρύτερο κοινωνικό περιβάλλον όπου η ισότητα των φύλων είναι ένα σοβαρό και περίπλοκο θέμα. Η βιβλιογραφία στον χώρο αυτό είναι πολύ εκτενής αλλά επιλεκτικά θα αναφερθούμε σε θέματα φύλων που έχουν σχέση με τα Μαθηματικά.…”

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Διακριση Των Δυο Φυλων Στη Διδασκαλια Των ΜΑΘΗΜΑΤΙΚΩΝ.ΒΑΣΙΚΗ Θεωρια Για Τη Φυση Της Διακρισης Των Δυο Φυλων Στη Διδασκαλια Των Μαθηματικων:η Περιπτωση Των Φοιτητων/Τριων Των Παιδαγωγικων Τμηματων Δημοτικης Εκπαιδευσης

Χιονίδου-Μοσκοφόγλου¹,

Chionidou-Moskofoglou²

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Μαθηματικά κατά την αλληλόδραση εκπαιδευτικού-παιδιού ΚΕΦ.3 ΘΕΩΡΗΤΙΚΟ ΠΛΑΙΣΙΟ-ΥΠΟΘΕΣΕΙΣ ΕΡΓΑΣΙΑΣ 38 ΚΕΦ.4 ΜΕΘΟΔΟΛΟΓΙΑ 4.1 Θεωρητικό πλαίσιο των μεθόδων της έρευνας 4.2 Ο σχεδιασμός της έρευνας 4.3 Η διαδικασία της έρευνας 4.3.1 Συμμετέχουσες/ντες στην έρευνα 4.3.2 Παρατήρηση διδασκαλιών 4.3.3 Συνέντευξη 4.3.4 Η ποσοτική μας έρευνα 4.4 Η αξιοπιστία της έρευνας 4.4.1 Πιστότητα VI 4.4.2 Μεταβιβασιμότηυα 70 4.4.3 Ουδετερότητα 71 4.4.4 Εξαρτησιμότητα ΚΕΦ.

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Patterns of Mental Abilities: Ethnic, Socioeconomic, and Sex Differences

Cited by 136 publications

References 4 publications

Profiles of cognitive ability of different racial/ethnic and sex groups on a multiple abilities test battery.

Profiles of cognitive ability of different racial/ethnic and sex groups on a multiple abilities test battery.

Boys and girls and mathematics: What is the difference?

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