Intelligence Testing and Minority Students
Foundations, Performance Factors, and Assessment Issues
- Richard R. Valencia - Univerity of Texas at Austin, University of Texas at Austin, USA
- Lisa A. Suzuki - New York University, USA
Diversity | Multicultural/Minorities | Sociology of Education
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; and 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.
"At last – a book that is comprehensive, balanced and sensitive in its approach to the intellectual assessment of minority children. This book will quickly become a standard text in courses on assessment and diversity."
"Congratulations to Richard Valencia and Lisa Suzuki for producing a long overdue, comprehensive and balanced treatment of cognitive assessment for minority children. This volume should prove to be a great value for practitioners and researchers alike."
“I believe that Intelligence Testing and Minority Students is absolutely outstanding. Valencia and Suzuki demonstrate unusually rich research-based, theoretical, practical, and clinical foundations for treating the important and thorough set of topics covered by the book. Their underlying compassion is also evident throughout the book. I recommend this book to everyone in the field of assessment; it is “must” reading for anyone who tests minority students.”
"This book should be required reading for those who work in this field either in a research or clinical capacity, but is especially important for those who have reservations about the use of standardized tests for intellectual assessment. It is a highly valuable reference."
"This is a very rich resource on the history of "intelligence" testing and it's application to diverse ethnic groups. Theoretical and applied topics are well integrated in the discussions. Most important is the inclusion of the record of white supremacy ideology, the issues of cultural salience in measurement, and the issues of usage. I know of no other reference on this topic that is as comprehensive as is this one."