may feel inferior. Conversely their peers might treat them in a negative manner leading to what Goffman termed a ‘spoiled identity’. Because money is often equate with morality, those children who are monetarily disadvantaged might feel and be made to feel that they are inferior which might affect their self-conception and lead to decreased motivation. It is extremely difficult to draw any conclusion because of the dynamic relationship of the multitude of environmental factors that work together to shape intelligence. No links were found between biomedical risk factors, such as preterm and low birthweight babies, and intelligence test scores. This study shows a link between SES and the development of a pattern of intelligence, which is tested through conventional IQ tests. It is hard to generalize these results to other types of intellectual patterns such as those in Gardner’s model. However, if SES affects IQ through the process of stigmatization than there seems to be no reason why it should not affect the development of other types of intellectual patterns such as interpersonal and intrapersonal intelligence. We have all experienced the negative effects that stigmatization can have so it isn’t hard to imagine that being stigmatize due to a factor which is enduring and beyond one’s control could potentially have profound effects. A study conducted by Steve Henry, Ph.D. Gen. Dir. Planning, Eval. & Grant Procurement, looked at the correlation between ethnicity and SES and achievement on a standardized test for 4000 students in grades 3, 5, 8, and 11. The findings showed that ethnicity accounted for 6.5% of the variability in scores while SES accounted for 15.9%. There was also a strong link between SES and ethnicity. White students were twice as likely to come from a higher SES bracket than were minorities. This study again suggests that a low SES is a strong predictor of success on standardized achievemen...
