The Impact of Desegregation on Cognition among Older African Americans

Abstract

One of the single most influential factors on current and future cognitive functioning is educational attainment. We examined the influence of educational desegregation on cognitive performance using Horn’s Gf-Gc theory among older African Americans. The data on 197 African Americans included school attendance (desegregated [DS] or segregated [SS]) and the number of years they attended desegregated schools. Using measures of fluid (inductive reasoning and spatial ability) and crystallized (number concept and vocabulary) ability to assess cognition, the results showed that the DS group had significantly higher mean cognitive scores compared to the SS group. After controlling for age, gender, years of education, and years in desegregated schools, however, we found no difference between the DS and SS groups on measures of number concept, inductive reasoning, and general fluid and crystallized abilities but found differences for measures of vocabulary and spatial ability. The results were discussed in relation to differences in schooling and other potential influences over the life course.