inheriting (im)possibility

Inheriting (Im)Possibility

Marisa BohlmannLisa DeMusisJackie Williams

Inheriting (Im)Possibility is Ezekiel Dixon-Roman’s study on quantitative and

qualitative data and how they affect an individual’s knowledge of an

engagement with the world. His study involves multiple models that

focus on specific relationships between different variables. The first model

presented to us focused on education, wealth, and ethnicity and how they

directly and indirectly affect each other.

The first group of data consists of quantitative elements, such as wealth

and education. Quantitative data represents variables that can be

measured numerically. Alternatively, the qualitative data consists of

parent/child relationship and ethnic background. Qualitative data

is described as information that can be observed but not measured. In the

case of both qualitative and quantitative variables, each can affect

other variables that are within or outside of their own group.

PROJECT INTRODUCTION

The first set of data we received was intensive quantitative charts displaying all

of the variables being studied. The next set of five figures within the first model

was processed into vertical bar graphs by Microsoft Excel. Our challenge was

to fully interpret these graphs that were missing key relationships and pieces of

data that refer back to the original charts.

FIRST TABLES

Inheriting (Im)Possibility | TWO

Aside from the processed graphs, we

were given two flow chart models that

break down the direct and indirect

relationships between all variables of the

study. This includes all assets, maternal/

paternal education, SAT year, parent/

child relationships, environmental factors,

and ACH and SAT performance. The flow

charts along with the previously

mentioned graphs all needed to be

redesigned in a way that would make

them more comprehensible to readers.

FLOW CHARTS

Inheriting (Im)Possibility | THREE

HSAchievement

SAT

Mother/ChildRelationship

Father/ChildRelationship

ENGLISH

FOREIGNLANGUAGE

MATH

SOCIALSCIENCE

LIFE/PHYSICALSCIENCE

VERBAL

MATH




M F


Maternal GP EDU

Paternal GP EDU

Mother EDU

Father EDU

Log Permanent Outcome

Log Illiquid Asset

Log Liquid Asset

Log Debt

Control Including Race

SAT YearPrivate/Public

School

PhysicalEnvironment

Risk

EnrichingEnvironment

ACH

SAT

ENG

FGN LAN

MATH

SOC SCI

LP SCI

Verbal

Math

FIgure 3: Racial/ethnic differences in wealth holdings

Figure 3 is used to express the differences in median wealth holdings between

ethnicities. These holdings display net worth, total illiquid assests, total liquid

assets, and total debt that are measured in monetary values.

FIGURE 3

Inheriting (Im)Possibility | FOUR

FIgure 4: Racial/ethnic differences in SAT performance

Figure 4 represents the ethnic differences in SAT performances

through unconditioned and full structural models. Unconditioned

focuses exclusively on the child’s education while the full

structural model includes all other factors such as assets.

FIGURE 4

Inheriting (Im)Possibility | FIVE

FIgure 5: SAT wealth gap SAT effect differences

Figure 5 displays how the SAT score differences affect the median wealth

holdings of racial groups. The graph shows that when there is a decrease in

wealth within the groups, the SAT scores decrease as well.

FIGURE 5

Inheriting (Im)Possibility | SIX

FIgure 6: Paternal grandparent education SAT ffects

Figure 6 is the focal point of the model. Since figure 6 shows the direct and

indirect effects of paternal grandparent education on SAT performance, it

embodies the overall concept of the model while the other graphs support

it. The direct effect is the effect using only the grandparent’s level of

education while the total effect accounts for the grandparent’s education

along with all other assets (wealth and race).

FIGURE 5

Inheriting (Im)Possibility | SEVEN

When beginning the redesign process of the graphs, as a group we

decided to edit the information so that it would be easily relatable

throughout the model. Changing graph titles and variable wording

created relationships between variables within the model. Adding

definitions for variables also helps the reader thoroughly understand the

concept of each graph individually and the model as a whole.

Towards the end of the process, after understanding and working with

the model, we rearranged and renumberd the order of the graphs so

that the connections would build on each other. Another design choice

we made was to add negative values to graphs that dealt with integers

below zero and condensing or separating graphs so that each figure

would be displayed with its contextual content. Each change we made to

the model was to make the concept more easily interpretable.

PROJECT INTRODUCTION

On the given flow charts, there were many

overlapping connections that needed to be made

clearer. We began grouping similar variables that

had the same connections. In doing so, line

clutter significantly decreased and made for a less

overwhelming visual. The two flow charts have

been kept separate. The first flow chart simply

shows the variables that make up SAT and ACH

while the second flow chart displays the more

complex connections between developed groups.

Inheriting (Im)Possibility | NINE

FLOW CHART REVISED

Mother

Father

Figure 1: Algorithm of influence

Mother education

Father education

Control including race

Permanent income

Illiquid asset

Liquid asset

Debt

Maternal and paternal

Grandparent education

ACH(Standardized test)

SATACH

(Standardized test)SAT

Accounts for error marginError margin states that the subject being measured can never be 100% accurate.

Structural composition of both ACH and SAT tests. - ACH affects SAT.

Mother/child relationship

Father/child relationship

Public/private school

Physical environment risk

Enriching environment

SAT yearEnglish

Foreign language

Math

Social science

Life/physical science

Verbal

Math

HSAchievement

SAT



ENGLISH

FOREIGNLANGUAGE

MATH

SOCIALSCIENCE

LIFE/PHYSICALSCIENCE

VERBAL

MATH




M F


Maternal GP EDU

Paternal GP EDU

Mother EDU

Father EDU

Log Permanent Outcome

Log Illiquid Asset

Log Liquid Asset

Log Debt

Control Including Race

SAT YearPrivate/Public

School

PhysicalEnvironment

Risk

EnrichingEnvironment

ACH

SAT

ENG

FGN LAN

MATH

SOC SCI

LP SCI

Verbal

Math

Inheriting (Im)Possibility | TEN


Mother

Father


Mother education

Father education

Control including race

Permanent income

Illiquid asset

Liquid asset

Debt

Maternal and paternal

Grandparent education

ACH(Standardized test)

SATACH

(Standardized test)SAT

Accounts for error marginError margin states that the subject being measured can never be 100% accurate.

Structural composition of both ACH and SAT tests. - ACH affects SAT.

Mother/child relationship

Father/child relationship

Public/private school

Physical environment risk

Enriching environment

SAT yearEnglish

Foreign language

Math

Social science

Life/physical science

Verbal

Math

Through the design process, we found that Figure 2 would be most successful if the wealth holdings

could be represented with positive and negative values. Our solution was to create a vertical graph

that contained bars rising above and below the baseline of zero. Total liquid assets, plus total illiquid

assets, minus debt results in net worth. In organizing the variables this way the reader can

understand the connections between wealth assets. Grouping ethnicities with their own wealth

numbers, makes the differences in wealth more obvious.

FIGURE 2 REVISED

Inheriting (Im)Possibility | ELEVEN

Inheriting (Im)Possibility | TWELVE

Figure 2: Racial differences in wealth holdingsFigure 2: Racial differences in wealth holdings

Hispanic Black Sample median White

Value in dollars(1,000’s)

Total illiquid assests Total liquid assets Net worthTotal debt+ =-

0

20

40

60

80

100

120

140

160

-80

-60

-40

-20

Figure 3 portrays the effect of wealth on SAT scores amongst the different racial groups. When

we reexamined the data, we found that the numbers were too close together to emphasize the

resulting difference in a bar graph. We decided that the best way to proceed would be to translate

the data into percentages. By using percentages and reorganizing the data, we could present the

differences in numbers with greater effect.

FIGURE 3 REVISED

Inheriting (Im)Possibility | THIRTEEN

Inheriting (Im)Possibility | FOURTEEN

Figure 3: Grandparent wealth holdings effect differences on SAT scores

$750,000Whitemedian

Samplemedian

Hispanic median

Black median

Figure 3 : Grandparent wealth holdings effect differences on SAT scores

Wealth medians(Total illiquid assets)

SAT scores

0 Assets

1000

1025

1050

+84 +85+92 +96

+108

950

929

975

($154,500)

($0)

($102,500)($37,500) ($43,475)

Bar numerals show increases in scores compared to the baseline of 0 assets.

The SAT scores for Figure 4 proved to be difficult to design. Being so close together, many graphs

and charts did not emphasize the difference in scores between Black and Hispanic ethnicities within

the unconditioned and full structural models. After working with a point and line graph for a period

of time, we came to the conclusion that separating the unconditioned and full structural models

would be the best option. The bars, from left to right, measure a quantity. Using true SAT scores

that start at 400 (the lowest SAT score possible), each bar extends to the achieved SAT score on a

scale that caps at 1600.

FIGURE 4 REVISED

Inheriting (Im)Possibility | FIFTEEN

Inheriting (Im)Possibility | SIXTEEN

Figure 4: SAT performance differences between racial groups

400 1600

Unconditioned Model

Black

Hispanic

White

851

879

1062

400 1600

Full Structural Model

Black

Hispanic

White

935

941

1021

Figure 4: SAT performance differences between racial groups

SAT scores

SAT scores

- Unconditioned includes just SAT year and race variables.- Full structural includes all of the variables and their connections in figure 1.

- Unconditioned includes just SAT year and race variables.- Full structrual inclueds all of the variables and their connections in figure 1.

In Figure 5, direct and total effect needed to be displayed in a way that showed the positive

correlation between paternal grandparent education and grandchildren’s SAT scores. Instead of

using a bar graph that is static and evenly spaced, we chose to design a line graph that showed the

rise in education and SAT scores as a steady incline. We also chose to represent the scores in true

SAT score form. Doing so helps the reader to fully understand the context of the numbers. Data for

Figure 5 is still being tested, and therefore may redetermine the state of the final graph.

FIGURE 5 REVISED

Inheriting (Im)Possibility | SEVENTEEN

Inheriting (Im)Possibility | EIGHTEEN

Figure 5: Paternal grandparent education effects on SAT performanceFigure 5: Paternal grandparent education effects on SAT performance

4th grade

Direct effect

SAT scores

Total effect

8th grade HS diploma orequivalent

Bachelor’sdegree

Graduate orprofessionaldegree

1550

0

1300

1350

1400

1450

1500

1600

Direct effect includes just grandparents’ influence on SAT scores.Total effect includes grandparents’ connection to all other variables in figure 1.

- -

In order to complete designing model one, we

will need to rework and fine tune some aspects of

each figure. We would also like to consider

creating color versions, to give the publisher

variety. As we finish up with the current model, we

will begin to discuss continuing onto other

models after the course ends. We will be able to

take the skills and techniques we have learned

from designing the first model and apply them to

the upcoming models in a concise, relative way.

CONCLUSION

inheriting (im)possibility

Documents