Comments on L. M. Dunn's Bilingual Hispanic Children on the U.S. Mainland: A Review of Research on Their Cognitive, Linguistic, and Scholastic Development

Abstract

Dunn's arguments are flawed and his conclusions inadequate. The genetic position, which attempts to explain academic differences among students of different ethnolinguistic backgrounds, is scientifically unfounded. The implications of IQ test results must be re-examined in light of socioeconomic and cultural differences in a broader historical perspective; such tests have already been determined biased and inaccurate as measures of ability, even among Anglo students. Dunn appears unaware that many minority group members have done well despite prejudicial educational practices. Historically, xenophobia has strong roots in this country, and Dunn has contributed to increase it. He has taken an arrogant position attempting to give credence to genetic arguments without really understanding genetics or anthropology.