The American caste system and the question of negro intelligence.

Canady, Herman G.

doi:10.1037/h0062680

Cited by 5 publications

(3 citation statements)

References 13 publications

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“…Canady (19), using the ACE Psychological Examination with 497 Negro subjects, found that the mean score of children of professional fathers was 96; of artisans' children, 91; of unskilled laborers' children, 79. His results also confirmed the now widely held view that Negroes differ among themselves more than they do from white groups.…”

Section: Negro Groupssupporting

confidence: 73%

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Chapter III: Applications of Intelligence Tests

Freeman¹

1944

Review of Educational Research

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UuRlNG THE LAST THREE YEARS, published research on the applications of intelligence tests has been very much along the usual lines. With few excep tions, the results of these researches were not unusual or surprising. A large portion of the published studies were concerned with conditions and predic tions of scholastic achievement at all levels. Applications and usefulness of the 1937 Stanford-Binet, in particular, were the subjects of an appreciable number of researches; and Thurstone's "primary mental abilities" were given close scrutiny in a number of situations. Constancy of IQ (or equiva lents), community differences, socio-economic status, intelligence of nonwhite groups, atypical groups, sex differences, reading disability in rela tion to test performance, and several other miscellaneous problems received more or less attention. For the most part, students of these problems will find that the results of research of the three years covered herein largely confirm earlier findings. Intelligence Tests and Educational AchievementElementary school-Cohler (20), studying a group of pupils in Grades VI-VIII, all having IQs of 120 or higher, explored differences between "achievers" (those working up to expectation) and "nonachievers." He found the expected inverse relationship between achievement and IQ. The difference in favor of the "achievers" was greatest in arithmetic and least in reading comprehension; and on the whole, "achievers" were about onehalf semester ahead of "nonachievers" in school achievement. For achieve ment age and MA, the r was +.58.Feinberg (24), studying IQ and EQ of children referred to a mental hygiene clinic, reported correlations between the two quotients varying from -.37 to +.76. The former was found for those having IQs between 44 and 69; the latter, between 120 and 192. The correlations were negative for the IQ-groups below 90, but positive for all groups above 90 IQ. The author concluded that EQ cannot be substituted for IQ, as some have sug gested, in dealing with children who present clinical or school problems. Thorndike, Woodyard, and Weingart (76) argued, however, that if school progress correlates .80 or better with intelligence tests, such progress may be treated as having the same value as intelligence tests, since coefficients of correlation for two different tests are rarely much over .80. The authors correlated IQ and age of children in Grade VI of seventeen cities. The me dian r in northern cities was .79; in southern cities it was .85.Benson (8) reported on the scholastic survival of 1680 children of dif

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Section: Negro Groupssupporting

confidence: 73%

“…Using this method, Davis found with 367 clinical cases that the mean increase in IQs was 19 points, but that relative positions rarely changed. Greatest gains were made by those having reading or personality difficulties.…”

Section: Constancy Of Intelligence Ratingsmentioning

confidence: 96%

Chapter III: Applications of Intelligence Tests

Freeman¹

1944

Review of Educational Research

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“…Similarly, racial effects upon outcome have been hypothesized in the areas of therapy (Shane, 1960), test examination (Canady, 1942;Shuey, 1958), andeducation (Silberman, 1964). Typically, the inhibiting effects of white counselors upon the responses of Negroes are noted.…”

Section: State University Of New York At Buffalomentioning

confidence: 92%

Differential effects of therapist race and social class upon patient depth of self-exploration in the initial clinical interview.

Carkhuff¹,

Pierce²

1967

Journal of Consulting Psychology

142

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The effects of counselor race and training upon counseling process with Negro clients in initial interviews

Banks¹,

Berenson²,

Carkhuff³

1967

J. Clin. Psychol.

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PROBLEMThe retarding effects of counselor race upon the responses of Negroes have been hypothesized in the areas of counseling and psychotherapy(6, '), test-examination(aB 6, and education(*). This study attempted to determine the effects upon eight Negroes in initial clinical interviews of an inexperienced Negro counselor and three white counselors of varying degrees of experience and types of training. METHODFour counselors were involved : Counselor A, an inexperienced 20-year old Negro senior undergraduate student who had taken only an undergraduate course in "Counseling Theory and Practice" oriented toward counseling as a communication process between two parties to a relationship(2); Counselor B, a relatively inexperienced 25-year old white second-year graduate student who had previously seen several clients in a counseling psychology program oriented in the same manner; Counselor C, a relatively experienced, 25-year old white third-year graduate student in a separate guidance counselor education program of a differing orientation who had had a year of experience in guidance activities but who also had taken the same undergraduate course as the Negro counselor; and Counselor D, a 32-year old white Ph.D. with eight years' experience from a nationally prominent program with a traditional trait-and-factor counseling system not oriented toward counselorclient differences. The three white counselors were selected by two experienced clinicians to match the personal attractiveness, intelligence, politeness, quietness, and apparent sincerity of the Negro counselor. The Negro counselees included four male and four female undergraduate students at the University of Massachusetts.I n a counterbalanced design, during consecutive weeks, each counselee saw each counselor for an initial clinical interview. Each counselee was given the following instructions: "All of us, in the present or during the past year or so, have had a number of experiences or problems which have been difficult for us. If you feel that the person you will be seeing is helpful, please feel free to discuss these experiences." Most of the problems discussed involved the difficulties in making an adjustment in the educational setting. The counselors were instructed to be aa helpful aa they could with the counselees. The interviews were recorded, and following each interview the counselees filled out inventories on each counselor and following all interviews answered questions concerning all of the counselors.Random excerpts were taken from the tapes and rated by trained raters on five 5-point scales (4) assessing the following dimensions of interpersonal functioning which have been related to constructive client changes in counseling and psychotherapy: Counselor empathy (E) ; counselor respect ( R ) ; counselor genuineness (G) ; counselor concreteness or specificity of expression (C) ; client depth of self-exploration (Ex) (4). E ranges from level 1, where the counselor is unaware or ignorant of even the most conspicuous surface feelings of the counsele...

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The American caste system and the question of negro intelligence.

Cited by 5 publications

References 13 publications

Chapter III: Applications of Intelligence Tests

Chapter III: Applications of Intelligence Tests

Differential effects of therapist race and social class upon patient depth of self-exploration in the initial clinical interview.

The effects of counselor race and training upon counseling process with Negro clients in initial interviews

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