Examiner race effects on standard vs. culture-fair IQ performance and correlations with achievement

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Edna Elaine Hanks (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Marilyn Erickson

Abstract: The purpose of this study was to examine the effect of examiner race on, first, the IQ test performance of black male children with two types of tests, a standard intelligence test (Slosson) and a culture-fair intelligence test (CFIT) and, secondly, the correlation between these intelligence scores and reading achievement test scores. The subjects were 40 black male first-graders attending public schools. The examiners were four black and four white female undergraduates who were trained in the administration of the intelligence and achievement tests for the purposes of this study. Each subject was administered the Slosson Intelligence Test, the Culture-Fair Intelligence Test, and the Reading subtest of the Wide Range Achievement Test. One-half of each test (alternate items) was administered by a black examiner and the other half by a white examiner. Examiners were randomly assigned to subjects. The data were analyzed using analysis of variance for a repeated measures all-within design and Pearson r correlations. No differences in IQ and achievement test scores due to examiner race were obtained. Subjects did, however, obtain significantly higher scores on the Culture-Fair Intelligence Test than on the Slosson Intelligence Test.

Additional Information

Language: English
Date: 1976
African American boys
Children $x Intelligence testing
Reading $x Ability testing

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