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 8: Gifted Minority Students
Gifted Minority Students
As we have noted earlier in this book, since the advent of intelligence testing during the 1920s, a voluminous body of scholarly research has documented the consistent finding that minority students (e.g., African Americans, Latinos, American Indians) perform below the norm, on average, on most standardized intelligence tests. We also have underscored that minority students, like White students, exhibit considerable variability in measured intelligence. Our focus in this chapter is on those children and youths who perform substantially above the norm on tests of intelligence as well as on other measures (e.g., achievement tests, indexes of talent).
Regarding terminology, we use the omnibus concept of “gifted” in this chapter. When children perform at superior levels on scholastic-type skills (e.g., verbal abilities) ...