Accounting for Native/non-Native differences in IQ scores

Morton Beiser · Andrew P. Gotowiec

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Indigenous Health, Education, and Rights Cognitive Abilities and Testing Indigenous Cultures and Socio-Education

Abstract

Verbal and Performance WISC-R subscale scores were collected from 691 Native and 234 non-Native children in Grades 2 and 4. Samples were drawn from each of four sites in North America: Northern Woodlands, Plains, Northwest coast, and Southwest Desert. Native children had substantially lower IQ scores than non-Native, the difference especially pronounced for the Verbal subscale. Biopsychosocial variables including maternal and child health, socioeconomic status, parental attitudes toward school and toward cultural separation, and children's English-language skills accounted for 67% of the Native/non-Native difference on the Performance subscale and 57% of the Verbal subscale score difference. Implications for understanding Native/non-Native IQ score differences and for interventions to promote Native children's academic success are discussed. © 2000 John Wiley & Sons, Inc.

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References

1988The Multidimensional Scale of Perceived Social Support 1995The Bell Curve: Intelligence and Class Structure in American Life.1996Intelligence: Knowns and unknowns.1989Applied psychology : an international review 1987Massive IQ gains in 14 nations: What IQ tests really measure.1995The bell curve: intelligence and class structure in American life 1993Stability of Intelligence from Preschool to Adolescence: The Influence of Social and Family Risk Factors 1987The 1981 socioeconomic index for occupations in Canada

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