Sex, race, class, and other demographics as explanations for children's ability and adjustment: A national appraisal

The study explores the extent to which important demographic characteristics (age, gender, ethnicity, social class, national region, community size, and their interactions) are able to account for variation in children's cognitive ability, academic achievement, and social adjustment. For a representative national sample (N = 1,200) of children 5–17 years old, ability constructs (verbal, nonverbal, and spatial ability, and reading and numerical achievement) were assessed through the individually administered Differential Ability Scales. Adjustment constructs (attention-deficit hyperactive, solitary aggressive-provocative, solitary aggressive-impulsive, oppositional defiant, diffident, and avoidant) were assessed through teacher ratings with the Adjustment Scales for Children and Adolescents. Partialled canonical redundancy and regression analyses revealed that 18.9% of ability variation (assuming control for chronological age and social adjustment) could be accounted for by demographics, particularly social class and ethnicity. Only 5.5% of the variability in adjustment (with control for varied ability) related to demographic factors, mainly gender and age. The results are discussed in the context of recent trends to advocate the use of separate norms and comparative assessments for distinct demographic groups.