An Epistemological Perspective on Intelligence Assessment among African American Children

Abstract

Intelligence assessment procedures fail to tap additional capabilities of African American children. One cause of this problem is the failure of conventional IQ tests to tap attributes of the African American epistemology. This shortcoming of IQ tests is a result of the cultural bias of the tests and of the heavy emphasis on left-hemisphere brain functions and skills. These tests, moreover, significantly omit functions and skills of the right brain hemisphere, which may underlie the use of the African American epistemology. This article explains the epistemological attributes of African Americans and discusses these attributes and their implications for testing.

South African Children Conception of Self

“…Despite the hardships of colonial and apartheid rule, African communities still believe it is the groupwith special reference to family -and not the individual that constitutes the social nucleus. Although in away the culture core also promotes personal achievement, good character ("iwa pele") influence, prestige and hegemony (Brislin, 1995;Gerwel, 1976;Johnson, 1998;Helms, 1992;Katz, 1985;Mazrui, 1986;Moodie, 1994;Norval, 1996;Ogunnaike, 1998;Schiele, 1991).…”

Afrocentricity

“…Afrocentricity, or Afrocentrism, has received the most attention in primary and secondary education (Schiele, 1991a), where Afrocentricity has been largely associated with the exposure of African American children and others to the historical accomplishments of people of African descent. Viewed as a major component of what is referred to as the curriculum of inclusion or multicultural education, the integration of Afrocentric content in primary and secondary schools is predicated on the assumption that African American children will perform better academically if they have knowledge of the past accomplishments of their ancestors.…”

“…Epistemologically, the Afrocentric perspective places considerable emphasis on an affective way of obtaining knowledge (Akbar, 1984;Asante, 1988;Dixon, 1976;Nichols, 1987;Schiele, 1990Schiele, , 1991aSchiele, , 1991b. That is, knowing (i.e., understanding events and reality) through emotion or feeling is considered valid and critical from an Afrocentric standpoint.…”

“…Axiologically, Afrocentricity significantly underscores the value of interpersonal relationships (Dixon, 1976;Hale-Benson, 1982;Nichols, 1987;Schiele, 1990Schiele, , 1991a. The maintenance and enhancement of harmonious interpersonal relationships is considered the most important cultural value in Afrocentricity (Schiele, 1990(Schiele, , 1991.…”

“…The maintenance and enhancement of harmonious interpersonal relationships is considered the most important cultural value in Afrocentricity (Schiele, 1990(Schiele, , 1991. This focus fosters a human-centered perspective toward life rather than an object or material perspective in which the value in maintaining and strengthening interpersonal bonds overrides the concern over acquiring material objects (Schiele, 1991a) and accumulating wealth.…”