Ethnic, age and sex differences on the draw-a-person test

Abstract

Statement of the Problem With the exception of a rather extensive literature of Negro-White differences, few studies of cognitive development, culture-related variables, emotional investments, preferences, and attitudes have dealt with subcultural minorities. More specifically, studies concerned with United States children who are of Mexican-American extraction and who descend from a Spanish-speaking culture are relatively non-existent. The present psychological study constitutes one of the first of its kind undertaken in a comparative analysis of Mexican-American and Anglo-American children. Its purpose has been the application of the drawing of the human figure as an underlying index to (1) cognitive complexity, (2) cultural emphases, and (3) social group values. In each case, the drawing has been interpreted in terms of the construct. Procedures and Methodology The subjects of this study were matched according to the criteria of (1) age below 9 years, (2) age above 11 years, (3) native-born Mexican-American, and (4) native-born Anglo-American. Children at the transitional ages of 9, 10, and 11 years were excluded in order to obtain a sharper possible contrast on age. All children were in attendance in the normal classroom, and no subject was placed in special education. Human figure drawings were collected from a random sample of 120 public school children in Houston, Texas. Sixty subjects were Mexican-American; 60 were Anglo-American. The groups were matched according to (1) age level, and (2) sex. Criteria for participation were established on the basis of subject or teacher furnished information. The present study considered usable drawings from 97 children; 52 Mexican-American; 45 Anglo-American. ...