Week 8 - IST622

Race-Ethnicity and Measured Intelligence

The article “Race-Ethnicity and Measured Intelligence” by Suzuki & Valencia, worth

extended reflection to cover all the important different aspect of it. I am arguing for the intent of

the authors’ suggestion to enhance the initiatives to develop a new measure for intelligence. This

initiative should take into consideration the influence of different factors including; genetic,

socioeconomic status, home environment and educational level.

In order to set a measure for intelligence, one has to set a precise definition for

“Intelligence”. While the authors admit the limitation of defining intelligence depending on test

scores of individually administered intelligence test, the theory of multiple intelligences was

deliberately expressed to take into account the unfolding of intelligence in different cultures. In

some cultures, intelligence is measured by wisdom or the power of thinking and by speaking

eloquently (Gardner, 1991).

Most of those who are studying intelligence are realizing that intelligence cannot be

conceptualized or measured with accuracy without considering the particular contexts in which

individual lives or works and the opportunities and values provided by the surrounding

environment. Moreover, one of the main misconceptions mentioned by the authors, is

disregarding the exceeded differences in-groups than between-groups. These differences

reinforce the major effect of environmental factors as stated by Sternberg (1996 b).

In addition, the theory of multiple intelligence addressed the different aspects of

intelligence. As an example of the different aspects of intelligence is the movie “Rain Man”

played by Dustin Hoffman, which addresses a case of autism where the person was showing high
intelligence in Math but societally detached from the surrounding (in his own world). This

confirms that intelligence is rather a broad subject to be covered with a single test.

Another factor I argue for that was addressed by the authors, is the “cultural-linguistic

load” of the test. This factor increases the degree of test bias and becomes more effective when

the individual is farther from the American culture, and from English language that are

considered the main components of the intelligence test.

Finally, I agree with the authors that an alternative method for assessing intelligence is

needed. This alternative method should not only assess what had been learned at schools, but

also it should reflect more on the overall life experience.

Gardner H. (1991). INTELLIGENCE IN SEVEN STEPS. New Horizons for Learning.

Retrieved July 07, 2018, from

http://archive.education.jhu.edu/PD/newhorizons/future/creating_the_future/crfut_gardner.cfm

Sternberg, R. (1996b). Successful intelligence: How practical and creative intelligence

determine success life. As cited in Suzuki, L.A. & Valencia, R.R. (1997). Race-Ethnicity and

Measure Intelligence: Educational Implications. American Psychologist, Vol. 52, No. 10. 1103-

114.

https://ilearn.csumb.edu/pluginfile.php/838635/mod_page/content/7/RaceEthnicityAndMeasured

Intelligence.pdf