Cultural Differences and Inferences About Psychological Processes.

PERHAPS the most prevalent view of the source of ethnic and social class differences in intellectual performance is what might be summed up under the label "the deficit hypothesis." I t can be stated briefly, without risk of gross exaggeration. It rests on the assumption that a community under conditions of poverty (for it is the poor who are the focus of attention, and a disproportionate number of the poor are members of minority ethnic groups) is a disorganized community, and this disorganization expresses itself in various forms of deficit. One widely agreedupon source of deficit is mothering; the child of poverty is assumed to lack adequate parental attention. Given the illegitimacy rate in the urban ghetto, the most conspicuous "deficit" is a missing father and, consequently, a missing father model. The mother is away at work or, in any case, less involved with raising her children than she should be by white middle-class standards. There is said to be less regularity, less mutuality in interaction with her. There are said to be specialized deficits in interaction as well—less guidance in goal seeking from the parents (Schoggen, 1969), less emphasis upon means and ends in maternal instruction (Hess & Shipman, 196S), or less positive and more negative reinforcement (Bee, Van Egeren, Streissguth, Nyman, & Leckie, 1969; Smilansky, 1968). More particularly, the deficit hypothesis has been applied to the symbolic and linguistic environment of the growing child. His linguistic community as portrayed in the early work of Basil Bernstein (1961), for example, is characterized by a restricted code, dealing more in the stereotype of interaction than in language that explains and elaborates upon social and material events. The games that are