Social class in Australia

To advance economically in Australia, you are often told to get lots of education.  And it's true that the higher you go educationally, the better paid you will usually be.  But is it actually education at work?  The great predictor of educational success is IQ -- so those who go furthest through the educational system will be those with the highest IQ. So it is most probably your IQ that gets you that good job.  Education is just an IQ marker that anyone can read.

As a result of that, some thinkers say that the class system is  a series of IQ levels.  What we see as Upper class and what we see as lower class will be effects of IQ, and not much more.  That is why social mobility is so poor.  IQ is highly hereditary so if you are born into a poor family you are unlikely to have the IQ assets to rise above your parent's station.

A curious example of class characteristics in fact being IQ characteristics is from the findings about breast feeding. Affluent mothers make quite a point of breast feeding these days.  To put your baby on the bottle will get you scorned and seen as uncaring, ignorant and very low class. Yet We read, for instance, that "The mother's IQ was more highly predictive of breastfeeding status than were her race, education, age, poverty status, smoking, the home environment, or the child's birth weight or birth order". So it's all IQ.

So your eventual place on the socio-economic scale will be where your level of IQ places you, with education being a marker, not a cause.  And your IQ is essentially unalterable. So rising up socially will only happen if you are one of the unusual people who come from a humble background but are lucky enough to be born with a high IQ.  Your IQ will place you in the right social rank for your level of ability.

Toby Young
sets out in more detail the case for society being invisibly ranked by IQ


Social class in Australia is a topic that often goes undiscussed — but if the response to our series on class is anything to go by, some of you are ready to start talking about it.

Some people got in touch to say they believe the archetype of Australia as the lucky country, where opportunity abounds, rings as true as ever.

But others told us the idea that hard work and application are the only barriers to social mobility is laughable.

What was constant is that everyone had an opinion.

The ABC's recent class quiz prompted a number of curious results.

More than a few people were surprised to find their tastes, according to data compiled as part of the detailed Australian Cultural Fields project, aligned them with middle or upper-class woman aged between 40-59.

Taste — whether you'd rather see a pub band than go to opera, for instance — only explains so much of course, and there are many other factors that help explain where we each sit within Australia's complex and confusing class structure.

Sue, a public servant from Darwin, describes herself as a "late baby boomer". She once lived in Sydney, but moved to the Northern Territory with her husband for his job in construction work. "I'm definitely a middle-class person," she said.

"Class in the NT looks much different to what it would in New South Wales. In terms of access to housing, education, employment, health outcomes — it keeps class very much at the forefront of your mind."

Julie wrote in to tell us about her family full of "shop-stewards, miners, railway workers, shipbuilders and plumbers".

"All politically aware, self-educated and proud of their working-class community solidarity," she said.

"My grandfather would say to explain wealth and class: 'Remember no-one is better than anyone else, it is just some people are better off'."

Education opens doors

A running theme through the conversations was the notion of education as being key to class mobility.

Greg, from Melbourne, comes from a working-class background.

"Education was the 'mobility enabler' for me. A beneficiary of Whitlam's education reforms in the 1970s, access to university was merit-based. It opened the door to me," he said.

Brisbane-based policy officer Chris believes his upbringing and education provided him with a platform that's not necessarily attainable for all Australians.

"I have relatively secure professional work and I'm paid reasonably well, I'm aware of my privileged position in the social hierarchy," he said.

"It was impressed on me that I should go to university, that I should improve myself intellectually, financially."

But education isn't always easily accessible.

Alice comes from a modest background and decided to go to university after achieving a UAI of 97.7.

Throughout her time at university, she has struggled to make ends meet, despite working multiple jobs.

"I'm safe for now. But should I choose to embark upon a Master's component, and my benefits are taken away … who knows where I'll end up. As an intelligent woman in her mid-thirties, I shudder to think that my future may very well lie in the streets as a homeless person, making me yet another uncomfortable statistic for everyone else to gawk at."

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It's all in the genes

In their never ending quest to pooh-pooh the genetic influence on IQ (and everything else), a common Leftist suggestion has been that the genetic influence is "moderated" by environmental factors.  Socio-economic status has been nominated as such an environmental influence.  That has just had a big test and the answer found is that genes rule.  Their effect is not moderated by environmental influences.  Article below followed by journal Abstract

It's amusing that the authors don't want to believe their own results.  They seize on things that might rescue their hypothesis. They say, for instance, that "Among twins and siblings pairs who were close in age, standardized math and reading scores increased proportionally along with mothers' years of education beyond high school"

They attribute that to an environmental influence when it could better be explained by saying that smarter mothers undertake more education. And smarter mother have smarter kids of course.

They really are pathetic in their attempt to hang on to political correctness


Genes and environment have equal influence in learning for rich and poor kids, study finds

More than 40 years ago, psychologist Sandra Scarr put forth a provocative idea: that genetic influence on children's cognitive abilities is linked to their family's income. The wealthier the family, the more influence genes have on brain development, the thinking went.

Scarr turned the nature-nurture debate on its head, proposing that how much "nature" matters varies between environments. Scarr's research has since been roundly debated and thoroughly studied by other researchers with mixed results, including reaffirmation by another American psychologist, David Rowe, in 1999.

The line of research has come to be called the Scarr-Rowe hypothesis—that parents' socio-economic status moderates genetic contributions to variation in intelligence. The thinking was that, for people of lower socio-economic status, a person's intelligence is influenced more by his or her environment than by genetics, meaning whether a child reaches full potential depends on economic standing.

I have been studying the relationship of early health conditions to subsequent school performance for 25 years and been fascinated by the role that genetics and environment play in student achievement.

A group of us set out re-examine the question: Are genetic influences on cognitive abilities larger for children raised in more advantaged environment? To get that answer, I collaborated with colleagues at Northwestern University and Stanford University.

Studying twins, siblings gives insight

We analyzed birth and school records of 24,000 twins and nearly 275,000 siblings born in Florida between 1994 and 2002. As did previous researchers who examined genetic and environmental influences of cognitive development, we focused on a very large set of twins and siblings.

Twins and siblings close in age allowed us to disentangle the role of genes and environment in development of cognitive ability. We found no evidence that social class played more of a role in educational performance for poor kids than for rich ones.

While students in the higher income groups performed better than students in the lower income groups, the relative influence of genetic and environmental differences was the same across groups. The results were published recently in the Proceedings of the National Academy of Sciences.

A complex gene-environment interaction

What is the significance of our findings? According to David Figlio, dean of the School of Education at Social Policy at Northwestern and lead author of the study, we did not confirm that environmental factors mitigate the effects of genetics on cognitive development. Environmental differences are just as important for students from affluent backgrounds as students from poorer backgrounds.

Recent research has found evidence of a difference in genetic influence on academic performance between rich and poor families in the United States, when compared with families in Australia or Western Europe.

However, our research did not replicate the U.S. findings, in part because our large data set from Florida represented a very socio-economically diverse set of families.

Our findings, however, do not contradict the overall pattern that parental socio-economic status is associated with children's cognitive development. Among twins and siblings pairs who were close in age, standardized math and reading scores increased proportionally along with mothers' years of education beyond high school.

SOURCE  

Socioeconomic status and genetic influences on cognitive development

David N. Figlio, Jeremy Freese, Krzysztof Karbownik and Jeffrey Roth

Abstract

Accurate understanding of environmental moderation of genetic influences is vital to advancing the science of cognitive development as well as for designing interventions. One widely reported idea is increasing genetic influence on cognition for children raised in higher socioeconomic status (SES) families, including recent proposals that the pattern is a particularly US phenomenon. We used matched birth and school records from Florida siblings and twins born in 1994–2002 to provide the largest, most population-diverse consideration of this hypothesis to date. We found no evidence of SES moderation of genetic influence on test scores, suggesting that articulating gene-environment interactions for cognition is more complex and elusive than previously supposed.

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