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Cultural Identity and Cultural Biases
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Title: “Cultural Mistrust as a Determinant of Test Perceptions and Racial Subgroup Differences on Cognitive Ability Test Performance”
This paper looks at the concept of cultural mistrust as a reason for why subgroup differences exist in cognitive ability test performance. The authors begin by introducing the concern of how subgroup differences in these test scores is still a problem today. The difference in scores between White and Black is a such a problem that it could lead to adverse impact in the selection process. The average standard deviation of test scoring difference between the two groups ranges from .66-1 SD. The problem is that the cognitive ability measure is extremely predictive for various forms of work-related
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They provided the needed motivation for a reader to care about the differences in cognitive ability scores and the ramifications of such differences. There is no theoretical mechanism attempting to explain why cultural mistrust could be a determinant of test perceptions. For instance, something like social identity theory may be able to explain an in-group and out-group perspective of how Blacks may saliently self-categorize themselves as belonging to the Black group that those considered as an out-group are not trusted, therefore leading to cultural mistrust in test perceptions and subsequent performance. This paper is an empirical piece, but typically if this was aimed for AMJ or JAP it would be best to develop theory when you …show more content…
I was surprised to see the huge effect for cultural mistrust (1.32). I can imagine this effect would be even stronger in a setting outside of higher education, perhaps in a high school. I’m curious if students further into their college career would have had the same effect, or if it would have reduced. It was very interesting to see support for the hypotheses of the authors, but also to see that motivation was not statistically significant in this study as other studies have shown. Given the inclusion of the cultural mistrust the effect size from race to performance dropped from .55 to -.34. I believe this is where the contribution
Not only does the KBIT-2 lack in accommodating for cultural and language barriers, but it is also deficient towards those with mild to moderate motor difficulties due to the fact that the test requires minimal motor skills (Bain & Jaspers, 2010). However, since the test does not require time limits individuals with mild motor difficulties could be assessed. Overall, the Kaufman Brief Intelligence Test, Second Edition appears to be psychometrically strong and feasible assessment to administer (Bain & Jaspers, 2010).
The Bell Curve is a book originally published in 1994. It was written by Richard Herrnstein and Charles Murray to explain the variations of intelligence in American Society. They accomplished this by using statistical analysis, for the purpose of raising warnings regarding the consequences of the intelligence gap. This was also made to propose a national social policy with the goal of mitigating bad consequences that have been attributed to this intelligence gap. Much of the information is widely considered controversial. An example of this is the low African-American scores compared to whites and Asians, and genetic factors in intelligence abilities. The introduction of the book starts with a brief history of intelligence theory and recent developments in intelligence thought and testing. The author creates six assumptions that has to do with the validity of the “classical” cognitive testing techniques.
General intelligence tends to relate to various degrees with each other (Cohen 2012). An example of this is that if an individual is good in math, they may also be good in spelling. In this weeks reading we reviewed several different models of measurement of intelligence. In regard to these theories and general intelligence (g), the theories are various but have commonality and overlap. The Spearman's two-factor theory is if a test has high correlation with other test than the measurement of g is highly saturated (Cohen, 2012). The greater the importance of g on a test, the better the test is believed to predict intelligence
The achievement gap is defined as the disparity between the performance groups of students, especially groups defined by gender, race/ethnicity, ability and socio-economic status. The achievement gap can be observed through a variety of measures including standardized test scores, grade point averages, drop out rates, college enrollment and completion rates. The Black-White achievement gap is a critical issue in modern society’s education system. Although data surrounding the issue clearly indicates that the racial performance gap exists in areas of standardized tests, graduation rates, dropout rates, and enrollment in continuing education, the causative reasons for the gap are ambiguous—therefore presenting a significant challenge in regard to the most effective way to close the gap. The gap appears before children enter kindergarten and it persists into adulthood (Jencks 1998). Since 1970, the gap has decreased about 40 percent, but has steadily grown since. Theories suggest the Black-White achievement gap is created by a multitude of social, cultural, and economic factors as well as educational opportunities and/or learning experiences. Factors such as biased testing, discrimination by teachers, test anxiety among black students, disparities between blacks and whites in income or family structure, and genetic and cultural differences between blacks and whites have all been evaluated as explanations for the Black-White achievement gap (Farkas 2004). The research that follows will elaborate on these factors as they affect the decline in academic performance of black males—particularly the literacy achievement of black males.
Cultural racism are societal beliefs that promote the assumptions that the products of a given culture (white) are superior to those of other cultures (black). In turn, those beliefs, which the employers have based on the applicants’ names, place of residency and sometimes even types of school/groups they belong to, can attribute value and normality to whiteness and devalue, stereotype, and label people of color as “other,” different, less than, and thus, ineligible/not wanted for a job. This way of discriminating can lead to widespread belief of stereotypes of blacks in the workforce, which explains how employers allow for the racial gap in hirees. According to the study, employers assumed the race of a person, as well as their attitude, based on the supplied
...ese students also felt that their academic abilities were judged on the basis of ethnic stereotypes. (Crosby, p. 136)
In the article The Clash of Cultures, William Cronon and Richard White delve into “the interrelations between people and their environment,” (11) specifically, between the American Indians and the Europeans and the Americas. The reason Cronon and White wrote this article was, “In part, a result of our current concern with pollution and the exhaustion of valuable natural resources, but it has also proved to be a valuable way of learning more about how people of past generations and different cultures dealt with nature and with one another.” (11)
America is defined as one country, culturally that statement is false, but geologically it is true. Some situations can involve us all, yet there is a mass amount of days where it is individual. But the structure is still there. All laws should pertain to each citizen. The article, The Bill of Rights, can prove these statements with ease. On the other hand, though, America is also fluctuating. Views never really stay the same, and the articles, Andrew Jackson’s Speech to Congress on “Indian Removal” and “Cultural Common Ground Gets Harder To Come By” can prove this. These articles both show a contrast between the views of American citizens. Finally, the whole daily life of an American can be vastly different depending on whose shoes you step into. Articles like, “What Is An American”, “Cultural Common Ground Gets Harder to Come By”, and a speech by Franklin
One widely held explanation for the achievement gap in test performance between Black and White students is that the tests are either culturally or racially biased. Jencks (1998) points out three types of biases...
Ryan, Katherine E., and Allison M. Ryan. "Psychological Processes Underlying Stereotype Threat And Standardized Math Test Performance." Educational Psychologist 40.1 (2005): 53-63. Education Research Complete. Web. 25 Nov. 2013.
In this world, there are many different individuals who are not only different in demographics but also different neurologically. Due to an immense amount of people it is important to first understand each individual, in order, to better understand them and to help them when it comes to certain areas such as education, the work force, and etc…. For this reason psychologists have aimed to further understand individuals through the use of psychological assessments. This paper aims to examine a particular assessment tool, the Stanford-Binet Intelligence Scales (Fifth Edition), which measures both intelligence and cognitive abilities (Roid, 2003). This assessment is usually administered by psychologists and the scores are most often used to determine placement in academics and services allotted to children and adolescents (despite their compatibility for adults) (Wilson & Gilmore, 2012). Furthermore before the investigation dives into the particulars of the test, such as its strengths and weakness’, it is best to first learn more about the intelligence scales general characteristics.
Through research, I will examine if there is a correlation, be it direct or indirect, between a person’s race and their educational attainment. In order to answer this question, it is important to consider other variables, such as a sex, socioeconomic status, culture, and religion. How do these variables influence a racial group’s access to education? Numerous studies have been done to answer questions like these. I am curious to find out what intrinsic characteristics of a racial/ethnic group impact their success. My research will include collection of existing data and analysis of several case studies. Some of the sociological questions that I would use to answer my hypothesis are: What are some factors that affect a person’s education level? Or how does sex affect the success of a person? Also I will explain the meaning of socioeconomic status? And is culture the foundation of educational levels? I will use these questions to help me write my research paper.
Nearly all of mankind, at one point or another, spends a lot of time focusing on the question of how one can live a good human life. This question is approached in various ways and a variety of perspectives rise as a result. There are various ways to actually seek the necessary elements of a good human life. Some seek it through the reading of classic, contemporary, theological and philosophical texts while others seek it through experiences and lessons passed down from generations. As a result of this, beliefs on what is morally right and wrong, and if they have some impact on human flourishing, are quite debatable and subjective to ones own perspective. This makes determining morally significant practices or activities actually very difficult.
Standardized intellectual and cognitive assessments are secured assessments that are developed using standard procedures where the scores are consistently recorded for the purpose of measuring academic achievement and/or comparing members of society (Bordonaro, 2001). It is proposed by some authors that inaccuracy of such standard assessment results could have been caused by cultural bias (Klenowski 2009, Bernhard 2000, Schellenberg 2004, and Laros & Tellegen 2004); although developmental factors are also taken into consideration by others (McCauley 2004). The following will; compare studies and highlight issues that are likely to induce cultural bias in the outcomes. The latter section of essay will point out any other factor to be taken into
The practices of many cultures are varied from one another, considering we live in a diverse environment. For example, some cultures may be viewed as similar in comparison while others may have significant differences. The concept of Cultural Relativism can be best viewed as our ideas, morals, and decisions being dependent on the individual itself and how we have been culturally influenced. This leads to many conflict in where it prompts us to believe there is no objectivity when it comes to morality. Some questions pertaining to Cultural Relativism may consists of, “Are there universal truths of morality?” “Can we judge