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首页> 外文期刊>Journal of Applied Psychology >Explaining the Black-White Gap in Cognitive Test Scores: Toward a Theory of Adverse Impact
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Explaining the Black-White Gap in Cognitive Test Scores: Toward a Theory of Adverse Impact

机译：解释认知测试成绩中的黑白空白：建立不利影响理论

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摘要

In understanding the causes of adverse impact, a key parameter is the Black-White difference in cognitive test scores. To advance theory on why Black-White cognitive ability/knowledge test score gaps exist, and on how these gaps develop over time, the current article proposes an inductive explanatory model derived from past empirical findings. According to this theoretical model, Black-White group mean differences in cognitive test scores arise from the following racially disparate conditions: family income, maternal education, maternal verbal ability/knowledge, learning materials in the home, parenting factors (maternal sensitivity, maternal warmth and acceptance, and safe physical environment), child birth order, and child birth weight. Results from a 5-wave longitudinal growth model estimated on children in the NICHD Study of Early Child Care and Youth Development from ages 4 through 15 years show significant Black-White cognitive test score gaps throughout early development that did not grow significantly over time (i.e., significant intercept differences, but not slope differences). Importantly, the racially disparate conditions listed above can account for the relation between race and cognitive test scores. We propose a parsimonious 3-Step Model that explains how cognitive test score gaps arise, in which race relates to maternal disadvantage, which in turn relates to parenting factors, which in turn relate to cognitive test scores. This model and results offer to fill a need for theory on the etiology of the Black-White ethnic group gap in cognitive test scores, and attempt to address a missing link in the theory of adverse impact.
机译：在理解不良影响的原因时，关键参数是认知测试分数的黑白差异。为了推进有关为何存在黑白认知能力/知识测验得分差距以及这些差距如何随时间发展的理论，本文提出了一种基于过去经验发现的归纳解释模型。根据该理论模型，黑白组的平均认知测试得分差异是由以下种族差异造成的：家庭收入，孕产妇教育，孕产妇语言能力/知识，在家中学习的资料，育儿因素（孕产妇的敏感性，孕产妇的温暖）和验收以及安全的身体环境），孩子的出生顺序和孩子的出生体重。在NICHD的4至15岁幼儿研究和青少年发育研究中，对儿童进行的5波纵向生长模型的估计结果表明，整个早期发育过程中存在明显的黑白认知测试得分差距，但随着时间的推移并未显着增长（即，明显的截距差异，但斜率差异不明显）。重要的是，上面列出的种族差异条件可以解释种族和认知测验分数之间的关系。我们提出了一个简化的三步模型，该模型解释了认知测验成绩差距是如何产生的，种族与产妇的劣势有关，而后者又与育儿因素有关，而育儿因素又与认知测验成绩有关。该模型和结果提供了对黑人/白人种族病因学理论在认知测验分数上的差距的理论需求，并试图解决不利影响理论中的缺失环节。

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