ScholarWorks > HHS > Social Work > JSSW > Vol. 29 > Iss. 3 (2002)
Abstract
Contrary to Herrnstein and Murray (1994) who claim that racial groups have different cognitive endowments and that these best explain differential test score achievements, our regression analyses document that there is less improvement in test scores per year of education for African-Americans and women. That is, the observed group test score differences do not appear to be due to racial cognitive differences but rather to other factors associated with group-linked experiences in the educational system. We found that 666 of the subjects in the Herrnstein-Murray database had actual IQ scores derived from school records. Using these as independent controls for IQ, we document that each of the test components that were the basis of the Herrnstein-Murray "IQ" scores was significantly associated with education level (p< .001). Consequently, their IQ score appears to be an education-related measure rather than an IQ test, and thus challenges the validity of their analysis.
Recommended Citation
Finch, Stephen J.; Farberman, Harvey A.; Neus, Jordan; Adams, Richard E.; and Price-Baker, Deirdre
(2002)
"Differential Test Performance in the American Educational System: The Impact of Race and Gender,"
The Journal of Sociology & Social Welfare: Vol. 29:
Iss.
3, Article 6.
DOI: https://doi.org/10.15453/0191-5096.2829
Available at:
https://scholarworks.wmich.edu/jssw/vol29/iss3/6
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