You Think You Know Ghetto? Contemporizing the Dove “Black IQ Test”

Laundra, Kenneth; Sutton, Tracy

doi:10.1177/0092055x0803600406

Cited by 6 publications

(5 citation statements)

References 12 publications

(12 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Numerous published pieces have addressed various aspects of teaching purportedly "colorblind" students about race (e.g., Khanna and Harris 2009;Laundra and Sutton 2008;Obach 1999;Townsley 2007). Other published exercises, such as Stratification Monopoly (Coghlan and Huggins 2004) and the Privilege Walk (Ipas n.d.), propose powerful methods of teaching about privilege and institutional discrimination, which parallel unconscious prejudice as dimensions of inequality that are not reducible to individual bigotry.…”

Section: Racial Inequality and Racial Discourse In Twenty-first Century Americamentioning

confidence: 99%

Beyond Bigotry

et al. 2012

View full text Add to dashboard Cite

Researchers have demonstrated that unconscious prejudices around characteristics such as race, gender, and class are common, even among people who avow themselves unbiased. The authors present a method for teaching about implicit racial bias using online Implicit Association Tests. The authors do not claim that their method rids students of biases. Instead, the authors show that this approach helps students recognize that they and many other people may hold implicit biases that can affect perceptions and actions and realize that prejudice is not reducible to overt bigotry. The authors also show that the exercise helped some students recognize that talking about race and challenging unconscious associations are better methods of combating prejudice than simply pretending not to notice race. Qualitative and quantitative data reveal that the approach described here was effective in building students' understanding of unconscious prejudice.

show abstract

Section: Racial Inequality and Racial Discourse In Twenty-first Century Americamentioning

confidence: 99%

Beyond Bigotry

et al. 2012

View full text Add to dashboard Cite

show abstract

“…This academically popular supposition moved the study of nature from phrenology to eugenics in which scientists sought to determine the quality of genes and cognitive ability through racial classification (Fuerst & Kirkegaard, 2016;Heinz et al, 2014). Judging the mental capacity of groups based on racial classification encouraged Western theorists to emphasize their distorted self-perceptions of how cognitively advanced Europeans were in comparison to people of color (King, 2014;Laundra & Sutton, 2008;Parsons & Turner, 2014). By the beginning of the 20 th century, European theorists used the term intelligence to describe cognitive abilities (Zahedi & Ghabanchi, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…After European psychologists created intelligence tests, American psychologists adopted and modified these tests to Intelligent Quotient (IQ) tests. Twentieth century educators and psychologists used the intelligence concept and IQ tests to promote the unverifiable idea that people of European descent are cognitively superior to people of African descent (Heinz et al, 2014;Laundra & Sutton, 2008). However, by the latter 20 th century, educators began to question the validity of IQ tests to measure cognitive ability (Gottfredson & Saklofske, 2009).…”

Section: Introductionmentioning

confidence: 99%

The intelligence concept and racial classification as sociological products of Western education

Cook

2021

Sociology Compass

View full text Add to dashboard Cite

This article is a historical examination of how Western theorists created and utilized the intelligence concept and aligned it with racial classification to determine cognitive abilities. By the 1900s, Western theorists, without evidence, declared that intelligence exists as an inheritable, unchangeable mental condition. Influential Western theorists have exploited the intelligence concept to categorize the cognitive abilities of European descendants above that of non‐Whites, particularly African‐descended people as incessant deliberations emerged regarding the value of either cognitively superior or inferior racially defined groups. By interrelating geographical location with shared physical characteristics, Western theorists non‐scientifically divided the human family based on physical similarities among people and referred to them as races. These theorists incorporated the intelligence concept with racial classification as a sociological principle for educational development. According to the Theory of Multiple Intelligences, however, everyone has one or more forms of several intelligences. Although this theory appears to portray a different understanding from the original intelligence concept, it categorizes racial groups and individuals as having fixed levels of cognitive ability. Emphasizing intelligence as a descriptive factor to determine cognitive ability is an unscientific, unequitable characterization that has been employed to explain levels of social awareness and academic performance in Western education.

show abstract

“…Specifically, the original research on IQ was based on narrow samples of white, middle and upper class children, to which everyone else was compared (often for the worse; see Fryer Jr & Levitt, 2013 for a review). Such designs (which can also be seen beyond cross-sectional work, of course) reinforced the notion of white middle class children as the 'norm', leading to the perpetuation of racist ideology and practice, along with highly questionable data (e.g., Laundra & Sutton, 2008;Shenk, 2017;Turkheimer, Haley, Waldron, d'Onofrio, & Gottesman, 2003). Given that psychology samples continue to be highly homogenous in terms of race, ethnicity, class, and country of origin (Hartmann et al, 2013;, age norms derived from such cross-sectional studies continue to be, at a minimum, part of the problem of the disregard for explanations of developmental process and, more problematic, part of the perpetuation of inequities in the academy.…”

mentioning

confidence: 99%

No age differences? No problem

McLean

Riggs

2021

Infant and Child Development

View full text Add to dashboard Cite

In this essay we argue that the over-reliance on age effects in the field of developmental psychology belies attention to actual development, obscuring attention to actual developmental processes. We use examples from diverse content areas in developmental psychology, such as narrative and autobiographical memory, personality trait development, Piagetian conservation tasks, pubertal timing, and Dynamic Systems Theory to build this argument. We conclude by arguing that focusing on individual differences in development, and cultural and historical context as major mechanisms of developmental processes will provide a fuller and richer understanding of the complexity of human development.

show abstract

You Think You Know Ghetto? Contemporizing the Dove “Black IQ Test”

Abstract: in Oregon teaching introductory sociology, race and ethnic relations, crime and deviance, and environmental sociology. His research interests are primarily in rural deviance, environmental sociology, and teaching sociology.

Cited by 6 publications

References 12 publications

Beyond Bigotry

Beyond Bigotry

The intelligence concept and racial classification as sociological products of Western education

No age differences? No problem

Contact Info

Product

Resources

About