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15 - Racial and Ethnic Group Differences in Intelligence in the United States

Multicultural Perspectives

from Part III - Intelligence and Group Differences

Published online by Cambridge University Press:  13 December 2019

By
Lisa A. Suzuki ,
Dylan Larson-Konar ,
Ellen L. Short  and
Christina S. Lee
Edited by
Robert J. Sternberg
Robert J. Sternberg
Affiliation:
Cornell University, New York
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Summary

This chapter addresses multicultural perspectives of intelligence in the United States. Topics include fairness in testing; environment, social location, and cultural context; measures of intelligence; and outcome implications in testing ethnocultural populations. Definitions of intelligence from a cultural perspective are highlighted. Contextual factors include: poverty, home environment, education, fluency in English, and acculturation. Testing constructs such as fairness in testing, test bias, cultural loading, and various forms of testing equivalence are discussed. Alternative assessment practices focus on nonverbal intelligence tests; dynamic assessment procedures; performance-based, authentic, and curriculum-based assessment; response to intervention, think aloud protocols, cross-battery assessment; and a multidimensional bilingual assessment model. Usage of mainstream intelligence tests is discussed in relation to Black, Asian, American Indian/Native American, and Hispanic and Latino/a communities. The numerous challenges, controversies, and complexities of interpreting test scores in cultural contexts are discussed as intelligence tests are transported, renormed, and restandardized globally.

Keywords

culturecontextracefairnessalternative assessment
Type
Chapter
Information
The Cambridge Handbook of Intelligence , pp. 346 - 372
Publisher: Cambridge University Press
Print publication year: 2020

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