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.
Chapter 5: Test Bias
Thus far in Part II of this book, we have focused on two major factors (socioeconomic status [SES] and home environment) that have been identified, through research investigations, as partial explanations of White and minority average differences in intellectual performance. In this chapter, we concentrate on a third area of research—intelligence tests themselves. Can intellectual performance differences between Whites and minorities be partially accounted for by cultural bias in tests? The focus here is on the following concern: To what degree, and in what manner, are individually administered standardized tests of intelligence culturally biased against minority students? This chapter is organized around several sections. The first section discusses the emergence of claims and counterclaims of cultural bias in intelligence ...