Family Socialization and the IQ Test Performance of Traditionally and Transracially Adopted Black Children

Research output: Contribution to journalArticle

41 Citations (Scopus)

Abstract

The purpose of this research was to investigate the efficacy of the difference orientation for interpreting black children's lower average intelligence test performance. This study examines the response styles to cognitive demands of the Wechsler Intelligence Scale for Children (WISC) exhibited by two groups of adopted black children, aged from 7 to 10 years at the time of testing, and their average IQ. One group had been adopted by middle-class white families (i.e., transracially adopted), and the second group had been adopted by middle-class black families (i.e., traditionally adopted). A significant difference in the average performance of the two groups of children was observed, favoring those adopted by white families. Multivariate analysis of variance indicated significant differences in the styles of responding to test demands demonstrated by the two groups of black children, which are conceptualized as contributors to the difference in average test score observed between them. Multivariate analysis of the helping behaviors adopted mothers exhibited when helping their children solve a difficult cognitive task revealed significant differences between black and white mothers, which are conceptualized as culturally determined.

Original languageEnglish (US)
Pages (from-to)317-326
Number of pages10
JournalDevelopmental Psychology
Volume22
Issue number3
DOIs
StatePublished - May 1986

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family socialization
Socialization
performance
Group
multivariate analysis
middle class
Multivariate Analysis
Helping Behavior
Mothers
Wechsler Scales
intelligence test
Intelligence Tests
Intelligence
analysis of variance
intelligence
Analysis of Variance
Research

ASJC Scopus subject areas

  • Life-span and Life-course Studies
  • Demography
  • Developmental and Educational Psychology

Cite this

Family Socialization and the IQ Test Performance of Traditionally and Transracially Adopted Black Children. / Moore, Elsie.

In: Developmental Psychology, Vol. 22, No. 3, 05.1986, p. 317-326.

Research output: Contribution to journalArticle

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