Abstract
As we continue our journey toward a more just and inclusive society, it is critical to examine contributions of our typical practices in psychology and psychiatry to systemic racism. To this end, psychologists have long been aware that our standards of assessment are potentially problematic when applied to BIPOC populations and there is long‐standing caution as part of our training about the potential lack of racially and ethnically diverse norms for many forms of assessment. At least some of the time, we can find alternatives that minimize bias, and we can educate others about the potential misuses when we cannot. Is this enough? How else can we be more active in challenging misuses of IQ and educational assessment that contribute to disparities in education and achievement for our children?
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