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ERIC Number: ED115621
Record Type: RIE
Publication Date: 1973-Nov
Pages: 19
Abstractor: N/A
Issues in Assessing Multi-Cultured Youth: Its Implications for Teachers.
Sullivan, Allen R.
There has recently been an increasing awareness that the United States is a culturally diverse nation. Many people have seen this diversity as a divisive force and have therefore adhered to the melting pot theory. Everyone comes out of a melting pot the same. Consequently, (1) intelligence tests have been devised that are only relevant to the experiences of nonminority children; (2) schools have refused to offer bilingual education to Chinese, Mexican, and other children whose first language is not English; (3) courts have only recently considered offering bilingual translation of court proceedings; and (4) teacher training has rarely included anything that would focus a potential teacher's attention on the needs of culturally different children. In fact, many white teachers come to teaching with unfortunate prejudices against nonwhite children, as was shown by a study in which white female undergraduates consistently gave less praise, encouragement, or attention to black junior high students regardless of whether they had been told these students were gifted or nongifted. Intelligence tests are particularly susceptible to cultural bias; furthermore, they are limited in their ability to assess a child's real potential. The Dove Counter Balance Intelligence Test was created to help psychologists and others think about and design tests that recognize varieties of cultural experience and the different usages of language among different ethnic groups. (An example of this test is included.) (CD)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Prepared for the Conference on Competency Based Teacher Education: The Potential for Multi-Cultural Education, Teacher Corps Associates (Madison, Wisconsin, November 1-2, 1973)