A response to "Educational uses of tests with disadvantaged students."

Bernal, Ernest M.

doi:10.1037/0003-066x.30.1.93

Cited by 24 publications

(10 citation statements)

References 5 publications

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“…(3) They provided their expertise in litigation and legislation. As Bernal (1975) points out, it would behoove the majority psychologists to work with minority psychologists in joint enterprises that might improve assessment in general.…”

Section: Bilingual Educationmentioning

confidence: 99%

“…Not until the early and mid-1970s did other professional organizations present positions on the testing of minority-group children (for a review see Oakland & Laosa, 1977 In addition to those of major professional associations, the activities of two ethnic-minority professional organizations--the Association of Black psychologists and a Chicano group, the Association of Psychologists for La Raza--have played important roles by raising critical issues with their parent association, the American Psychological Association (see Bernal, 1975;Jackson, 1975;Williams, 1972). The National Association for the Advancement of Colored people, although not a professional organization, has also considered issues relevant to testing Blacks--particularly the negative impact of testing (see Gallagher, 1976 (Novick, 1982;Oakland & Laosa, 1977).…”

Section: Bilingual Educationmentioning

confidence: 99%

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Social Policies Toward Children of Diverse Ethnic, Racial, and Language Groups in the United States

Laosa

1983

ETS Research Report Series

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In every era in the history of U.S. public policies toward children, certain groups of children have been identified as being “at risk” and hence of social concern and responsibility. These groups consist of the physically handicapped and those with serious diseases; the emotionally disturbed; the mentally retarded; orphans; children whose mothers or fathers are permanently or temporarily absent; illegitimate, destitute, indigent, neglected, abused, and anti‐social or delinquent children. Only very recently have the children belonging to specified ethnic, racial, and language groups been added as major “risk” categories and thus become a major focus of social concern and public responsibility. The source of the social concern about all the groups listed above is the alleged inability of the family (when it exists) to cope with the problems implied by membership in the group, or the public danger that follows from leaving these problems untreated. This social concern does not mean that American society has always accepted full responsibility for children in these risk categories. It has not always provided care, treatment, or rehabilitation, nor has it always sought to prevent their misfortunes. Since colonial times, however, it has at least shown concern for certain categories of children. My principal purpose in this monograph is to trace major trends in the evolution of those aspects of social policies toward children that bear directly on issues of ethnic, racial, and language diversity in our society. I also seek to examine the public attitudes, the intellectual assumptions, and the sociodemographic trends that have accompanied these policy developments. In addition, I pay some attention to the roles that the social and behavioral sciences have played with regard to such policies.

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Section: Bilingual Educationmentioning

confidence: 99%

Section: Bilingual Educationmentioning

confidence: 99%

Social Policies Toward Children of Diverse Ethnic, Racial, and Language Groups in the United States

Laosa

1983

ETS Research Report Series

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“…Jackson (1975) might easily fault the Cattell for being irrelevant to the measure of adaptive skills and for reflecting a belief in a static I.Q. It is equally vulnerable to critiques voiced by Williams (1972) and Bernal (1975).…”

Section: Resultsmentioning

confidence: 96%

“…It is concluded that considerable caution should be exercised in using the Cattell as a culture fair method of I.Q,. evaluation with underprivileged delinquent youth.Much criticism, especially in recent years, has been levelled at measures of intelligence because of the presumed middle class bias and values of much of the test content, (Cleary et al, 1975, Bernal, 1975, Jackson, 1975. Typically, individuals of lower socioeconomic groups, which include a number of ethnic minorities, score lower than middle class representatives on standard tests of intelligence.…”

mentioning

confidence: 98%

How Fair Is the Culture I.Q. Test?

Ireland

Kahn

1979

Int J Soc Psychiatry

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If a measure of intelligence is culturally biased it is assumed that disadvantaged individuals will score lower on it than on a less biased instrument. The Cattell purports to be "culture fair" and it was compared to the WISC with a delinquent juvenile population, controlling for both order effects and individual administration. The results reveal consistently lower mean I.Q. scores for the Cattell under all conditions. The Cattell appears to be a more difficult test for this population. It is concluded that considerable caution should be exercised inusing the Cattell as a culture fair method of I.Q. evaluation with underprivileged delinquent youth.

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“…(Cleary et al, 1975, p. 25) The definition of bias offered by the APA committee is a PAGE 52 . SPRING 1980 • JOURNAL OF CLINICAL CHILD PSYCHOLOGY restatement of previous definitions by Cardall and Coffman (1964), Cleary (1968),and Potthoff (1966), and has been widely accepted (though certainly not without criticism, e.g., Bernal, 1975;Linn & Werts, 1971;Thorndike, 1971). Oakland and Matuszek (1977) examined class placement procedures under several proposed models of bias and demonstrated that the Cleary model results in the smallest number of children being misplaced, although under certain legislative conditions, Oakland and Matuszek favored the Thorndike (1971) "quota" selection model.…”

mentioning

confidence: 93%