Intelligence Testing and Minority Students offers the reader a fresh opportunity to re-learn and re-consider the implications of intelligence testing. Richard R. Valencia and Lisa A. Suzuki discuss the strengths and limitations of IQ testing relative to the factors which may contribute to biased results. They review the history of the adaptation and adoption of intelligence testing; evaluate the heredity-environment debate; discuss the specific performance factors which apply to IQ testing of those in minority ethnic groups. This practical book offers the practitioner a good sense of what can be done to make testing and education serve the needs of all students fairly and validly, whatever their background.

Home Environment

Home environment

Numerous researchers have discussed the limitations of socioeconomic status (SES) as a predictor of children's intellectual performance (Bradley & Caldwell, 1978; Bradley, Caldwell, & Elardo, 1977; Henderson, 1981; Johnson et al., 1993; Marjoribanks, 1972a; Valencia, Henderson, & Rankin, 1985; Walberg & Marjoribanks, 1976; Wolf, 1966). Such concerns include criticisms that SES is a “status” variable rather than a “process” variable (Johnson et al., 1993), is less accurate a predictor than are indexes of home environment quality (Bradley et al., 1977), is relatively static (Bradley & Caldwell, 1978), and obscures the reality that families within a particular SES level may differ considerably in home intellectual climate (Bradley et al., 1977). Walberg and Marjoribanks (1976) compressed matters as follows: “Although socioeconomic status is a ...

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