Adonis Diaries

Part 2. Why the gap in school test scores among minorities?

Posted on: November 7, 2011

Part 2. Why the gap in school test scores among minorities?

In a previous post, we discussed the variables that show relationship (trends and directions) with test scores in preschools and primary schools among students

In this article, the objective is to try explaining why the differences.  The previous article displayed two sets of factors: set A and set B.

The first “set A” are variables representing or describing things that parents “are”:  for example, how parents evolved, grew-up, learned, experimented with life…before they got married and decided to have kids.

A1. Highly educated parents

A2. High socioeconomic status of parents

A3. First child is of mothers about 30 year-old

A.4 Parents speak English at home (for countries where English is the national language…)

A5. Child is adopted

A6. Parents are involved in PTA program (share in school activities and management…)

A7. House is stuffed with books

A8. Child has low birth-weight

The second “Set B” are the variables that describe things that parents “do”: For example, what they did after the kid was born according to their model of “what is the best method or behavior to raising a child…”

B1. Family is intact (no divorces, single family parent…)

B2. Parents recently moved into a better neighborhood…

B3. Mother didn’t work between giving birth and kindergarten (no economic unit productive…)

B4. Child attended Head Start program (for the deficient children…)

B5. Parents take the child to museum, zoo…

B6. Child is regularly spanked

B7. Child watches TV frequently

B8. Parents read to child almost every day, sort of “Goodnight Moon” stuff…

Regression analysis of huge data-bases, comparing two variables in a subgroup that share the same characteristics but the two factors, showed that test scores in primary schools, the parenting processes of set B of factors had NO effect, one way or another in the performance of scores. It looks as if the “obsessed parents and parenting” do not matter in how the kid will perform in primary and preschool levels.

No comparable huge data-bases for secondary, high-school, and university longitudinal studies are available for detailed analysis.

It is assumed that since genetics advantages account for 50% of kids abilities and intelligence, then it is the genes factor that drive test scores in primary schools.  The Nurturing factor of parents should show is effects as the kid grow to be adult… This 50% ratio of genes is probably based on the biased IQ scores, supposedly representing genetic intelligence…

I conjecture that intelligence, for example represented in IQ scores, is not a hard wired network that does not get modified and transformed.  The more the kids is exposed to the various influences of the environment and community interactions, the more the IQ, abilities, skills, and behaviors are changed.

There are several kinds of intelligence not represented in biased IQ scores. We have verbal intelligence, communication and social intelligence, musical and graphics intelligence, emotional and feeling intelligence…Every one of these various types of intelligence affect and interact with the other kinds of intelligence.

Consequently, factors that didn’t show much “effect” in primary test scores might very well become the determining factors in higher school education levels, in university, and success in life…

What I comprehend of nurturing of parents has nothing much to do with obsessive behaviors of parents, or the frequent repetition of “I love you…”  Nurturing means to initiate the child on trends of “His time”: If the parents were not exposed to music, dancing, acting, …in their period of schooling and communities, they have got to encourage the kid to be familiar and experienced to what the parents failed to know.

Nurturing means to extending to the child the opportunities to feel independent and acquire a reflective mind and spirit:  If parents were prohibited to discuss many topics at home and in communities, they have got to let the kids talk freely their mind, ideas, and feeling…

Nurturing means to expose the child to his environment, nature and social and ideological ideas and philosophies:  If the parents had not the luxury of visiting zoos, museums, theaters, operas… They have got to make room for the child to spread their wings and discover the opportunities of the modern society…

Nurturing means for the parents to shake-off the the lethargy of age, and apathy accumulated from previous generations’ customs, ideas, and habits.  The burden is on the parents’ shoulders to assemble enough energy, stamina, imagination, and good-will to offering the kid current opportunities to develop and grow.

That is how I comprehend the nature of nurturing parents and communities…

What the parents “do” after they bring a child to this world counts far more than what genetic inheritance contributed in early years… Let us invest and research the contribution of quality nurturing of parenting, and far less on the racist focus on innate intelligence that has not improve mankind development or expanded peace and justice to all.(Read link in note)

Why the American Chinese and Near Eastern “Arabs” are doing much better than the other minorities and Anglo-Saxon American?

Note:  You may read this post on race…

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November 2011

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