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In 2005 the journal Psychology, Public Policy and Law of the American Psychological Association (APA) published a review article by Rushton and Jensen, "Thirty Years of Research on Race Differences in Cognitive Ability". [170] The article was followed by a series of responses, some in support, some critical.
For example, there have been increasing concerns about the negative effects of stereotype threats on MCAT, SAT, LSAT scores, etc. [15] One effort at mitigation of the negative consequences of stereotype threat involves rescaling standardized test scores to adjust for the adverse effects of stereotypes. [85]
Two out of three tests found no significant differences. One test found higher scores for non-white people. Moore (1986) compared black and mixed-race children adopted by either black or white middle-class families in the United States. Moore observed that 23 black and interracial children raised by white parents had a significantly higher mean ...
The implicit-association test (IAT) is an assessment intended to detect subconscious associations between mental representations of objects in memory. [1] Its best-known application is the assessment of implicit stereotypes held by test subjects, such as associations between particular racial categories and stereotypes about those groups. [2]
Published in Jet magazine on February 9, 1967, it was designed to demonstrate differences in understanding and culture between races, specifically between African Americans and Whites. [1] There have been no studies demonstrating whether the Chitling Test has validity in determining how streetwise someone is.
Stressing the similarity of average IQ scores across racial groups in the Eyferth study, James Flynn, Richard E. Nisbett, Nathan Brody, and others have interpreted it as supporting the notion that IQ differences between whites and blacks observed in many other studies are mostly or wholly cultural or environmental in origin. [10]
Jensen concluded that "the currently most widely used standardized tests of mental ability -- IQ, scholastic aptitude, and achievement tests -- are, by and large, not biased against any of the native-born English-speaking minority groups on which the amount of research evidence is sufficient for an objective determination of bias, if the tests ...
The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. [1] It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while ...