Measuring intelligence of minority children in Canadian multicultural contexts
松山大学論集 Volume 2 Issue 6
Page 85-103
published_at 1991
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File | |
Title ( eng ) |
Measuring intelligence of minority children in Canadian multicultural contexts
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Creator |
Tamaoka Katsuo
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Source Title |
松山大学論集
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Volume | 2 |
Issue | 6 |
Start Page | 85 |
End Page | 103 |
Abstract |
Canadianization for the items of WISC and WISC-R would not guarantee the proper difficulty level for the substituted items. Failure of adjusting the questioning items of Information subtest indicate an American cultural bias with respect to a main-stream Canadian population. For Native children, cultural content bias against Native children is indicated in the question items of the WISC-R Information subtest. The degree of acculturation seems to influence, to a certain degree, IQ tests' results of Native children. Cultural fair tests to remove cultural effects on IQ scores did not indicate a strong predictive power for academic achievement. The attempt at computing an Estimated Learning Potential (ELP) also failed to predict a child's academic success. A simple re-calculation of WISC-R scores based on family size, family structure, socio-economic status and urban acculturation does not indicate ELP. The two attempts at cultural free tests and ELP scores also failed to assess intelligence of minority groups as a predictor of child's school achievement. Though a compromise, but the most careful and sensitive approach to assess intelligence of Canadian minority children have to be a multiple assessment approach using already established tests as a part of the information used to assess a child's learning abilities in order to facilitate adequate education and counselling.
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NDC |
Education [ 370 ]
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Language |
eng
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Resource Type | departmental bulletin paper |
Date of Issued | 1991 |
Publish Type | Version of Record |
Access Rights | open access |
Source Identifier |
[ISSN] 0916-3298
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