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Invloed van genen
(b.v. verstandelijke aanleg) niet negeren a.u.b.!
De invloed van de genen (i.c. verstandelijke aanleg) is
heel belangrijk - zo blijkt nog eens uit onderzoek waarbij leerlingen vanaf 7 jaar
gedurende 50 jaar gevolgd werden. Dit alles betekent echter niet dat onderwijs
e.d. onbelangrijk zouden zijn. Integendeel. Onderwijs moet zich extra inspannen voor leerlingen met minder aanleg - vormen van positieve discriminatie inbegrepen. Anderzijds moet onderwijs ook ervoor zorgen dat excellente leerlingen niet onderpresteren.
Sociologen als Jacobs, Nicaise, Van Houtte
negeren jammer genoeg nog altijd de invloed van de factor aanleg. Het feit dat kinderen van
hooggeschoolde ouders gemiddeld beter scoren dan kinderen van laaggeschoolde,
heeft volgens hen niets te maken met aanleg. Ze interpreteren zo'n relatie als
een invloed van een louter sociale (SES) factor.
Early Math and
Reading Ability Linked to Job and Income in Adulthood
The Childhood Age
That Predicts Future Success - LiveScience - May 9, 2013
Study: Math Skills at
Age 7 Predict How Much Money Youll Make - The Atlantic - May 10, 2013
Math and reading ability at age 7 may be linked with
socioeconomic status several decades later, according to new research published
in Psychological Science, a journal of the Association for Psychological
Science. The childhood abilities predict socioeconomic status in adulthood over
and above associations with intelligence, education, and socioeconomic status
in childhood.
In light of ongoing debates about the impact that education
standards have on childrens lives, psychological scientists Stuart Ritchie and
Timothy Bates of the University of Edinburgh wanted to investigate whether
early math and reading skills might have effects that go beyond the classroom.
We wanted to test whether being better at math or reading
in childhood would be linked with a rise through the social ranks: a better
job, better housing, and higher income as an adult, Ritchie and Bates explain.
The researchers explored these relationships using data from
the National Child Development Study, a large, nationally representative study
that followed over 17,000 people in England, Scotland, and Wales over a span of
about 50 years, from when they were born in 1958 to present day.
The data revealed that childhood reading and math skills
really do matter.Ritchie and Bates found that participants reading and math
ability at age 7 were linked to their social class a full 35 years later.
Participants who had higher reading and math skills as children ended up having
higher incomes, better housing, and better jobs in adulthood. The data suggest,
for example, that going up one reading level at age 7 was associated with a
£5,000, or roughly $7,750, increase in income at age 42. The long-term
associations held even after the researchers took other common factors into
account.
These findings imply that basic childhood skills,
independent of how smart you are, how long you stay in school, or the social
class you started off in, will be important throughout your life, say Ritchie
and Bates.
So what might explain these long-term associations? The
researchers believe that genes may play a role:Genes underlie many of the
differences among children on all the variables weve looked at here, they
note. The genetically-controlled study using twins that were conducting now
should allow us to separate out genetic and environmental effects. The
researchers hope that the twin study will illuminate the extent to which
environmental interventions might strengthen the links theyve identified in
their current research.
This research was supported by an Economic and Social
Research Council scholarship awarded to Stuart Ritchie.
The APS journal Psychological Science is the highest ranked
empirical journal in psychology. For a copy of the article "Enduring Links
From Childhood Mathematics and Reading Achievement to Adult Socioeconomic
Status" and access to other Psychological Science research findings,
please contact Anna Mikulak at 202-293-9300 or
amikulak@psychologicalscience.org
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