Psychological Testing in a Multicultural Society: Universal or particular competencies?

Abstract

This paper deals with the issue of whether standardised psychological tests, in particular intelligence tests, are suitable for assessing ethnic minorities in a multicultural society. Three different levels of analysis are applied to address this question: the sociopolitical, the ethical and the test-theoretical level. The socio-political level of analysis highlights the obstacles ethnic minorities encounter when attempting to settle in a new society, and the measures that could be taken to remove these obstacles. The ethical level of analysis elucidates our point of view that: (1 ) universal and particular competencies both have clear roles in the lives of individuals and groups, but; (2) these can not always be reconciled in educational settings; which (3) calls for various choices: between certainpolitical commitments (e.g. the right to cultural differences), and the consequences of these (e.g. excluding those who are different from full participation in speci c, mainstream roles and functions). Central to the paper is our sense that the testing of ethnic minorities "tests" the limits and possibilities of intercultural education.

Culture and cognition in information technology education

“…Indeed, discussion on cultural differences in cognition often lends itself to racist undertones which have caused avoidance of the whole subject. Nevertheless, cognitive processes are embedded in culture, and an artificial denial of their connectedness does more injustice to the subjects of study (see also Craig & Beishuizen 2002). Therefore the starting point of this study assumes that cross-cultural differences are anticipated in the organization of cognitive activities, and they produce qualitatively different intelligent behaviors.…”

“…The complexity of psychological testing in a multicultural society is discussed by Craig & Beishuizen (2002) who stress that psychometric testing brings about ethical and value questions. They demand that value questions must be openly admitted because there are no straightforward solutions to the question of universal or particular competencies.…”