Relationships among WISC-R Performance Categories and Measured Ethnic Identity in Black Adolescents

Abstract

It is generally presumed that improper test interpretations, faulty norms, and examiners' biases contribute to the poor performance of blacks on intelligence tests. Standardization samples often do not include blacks; and when they do, the ethnic breakdown of the sample groups may not be given. Moreover, misuse of test scores has led to the misclassification of blacks as being intellectually inferior. 1 For a variety of reasons, it is generally accepted that within the United States there is substantial evidence that documents the poor test standing of blacks.2 This has far-reaching consequences which often prevent blacks from being accorded treatment that would maximize their development potential. The standardized intelligence test is especially prominent in this case. The Wechsler Intelligence Scale for Children-Revised (WISC-R) is considered a global measure of intelligence for children with varying cultural backgrounds. In comparing the test results of referred black, white, and Latino children in a prescribed geographic area on both the WISC and WISC-R scales, Swerdlick3 found the WISC-