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Cultural Identity and Cultural Biases
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Review for MKGT 850
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
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
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).
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)
A substantial amount of educational and psychological research has consistently demonstrated that African American students underperform academically relative to White students. For example, they tend to receive lower grades in school (e.g., Demo & Parker, 1987; Simmons, Brown, Bush, & Blyth, 1978), score lower on standardized tests of intellectual ability (e.g., Bachman, 1970; Herring, 1989; Reyes & Stanic, 1988; Simmons et al., 1978), drop out at higher rates (e.g., American Council on Education, 1990; Steele, 1992), and graduate from college with substantially lower grades than White students (e.g., Nettles, 1988). Such performance gaps can be attributed to any number of factors, such as socioeconomic status, academic preparation, and educational opportunities; however, Steele (1997) pointed out that even when background factors are held constant, subsequent achievement remains lower for minority students. Moreover, much research in this area has focused on how African American students’ lack of motivation and negative attitudes contribute to their inferior academic performance (Ogbu, 1990); yet many Black students often report high educational aspirations (Fordham, 1996; Fine, 1991; Ogbu, 1987, 1990; Hauser & Anderson, 1991), even higher than White students of comparable class background (MacLeod, 1995). What remains certain is the urgent need to explain what accounts for the persistent academic underachievement of Black students.
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
Interpretation: Maria's test score does not represent an accurate reflection of her inherent academic potential and capacity. The effects of stereotype threat, which is a psychological phenomenon in which individuals of stereotyped groups experience anxiety, self-doubt, and decline in performance due to the fear of upholding negative stereotypes of their group, is likely responsible for their irregular performance (Kaplan & Saccuzzo, 2001). Analysis of Stereotype Threat: As a Latina belonging to the low-income group, Maria might have already incorporated negative stereotypes about her community's academic excellence and possibility for success in the larger society. Such an overwhelming and high-stakes nature of testing might have led her to pay more attention to these stereotypes and have her face in front of other people to confirm them too. The examiner's experience as well as possible biases, although they can be unintentional, could have caused Maria to be doubtful and anxious.
The test under analysis is the Stanford-Binet Intelligence Scales, Fifth Edition (SB5) which is thoroughly explained through the technical manual of the intelligence assessment (Roid, 2003). The Stanford-Binet Intelligence Scales, Fifth Edition, Technical Manual and the SB5 test in general was authored by Gale H. Roid (Roid, 2003). The manual was published by Riverside Publishing in the year 2003 after enduring many years of development (Roid, 2003). The SB5 is an assessment of both cognitive abilities and intelligence (Roid, 2003). The SB5 complete kit is provided via the publisher for the total price of $1...
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.
Kevin is a twenty-eight-year-old, African American male, with ambition to complete his GED. Kevin was recently released from being incarcerated for period of three years for drug and alcohol abuse charges. He is working with a probation officer and was referred to Extraordinary Changes by his probation officer. Kevin is currently staying with his grandmother and his younger brother, he states that his mother and father suffer from substance abuse and addiction. The client described himself as being a rather unhappy child, something he attributes to having spent much of his time caring for himself and little brother and not engaging enough with other children.
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