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- Publisher
- American Psychological Association
- Copyright
- Copyright © 1981 American Psychological Association
- ISSN
- 0003-066x
- eISSN
- 1935-990X
- DOI
- 10.1037/0003-066X.36.10.1078
- Publisher site
- See Article on Publisher Site
Abstract
Suggests that psychological and educational testing of members of linguistic minority groups should take into account the diverse social, political, and economic realities currently facing these groups. These realities are moderated by educational opportunities, which in turn are closely linked to various forms of standardized testing. Key conceptual and operational issues underlying concern about this situation are described. Conceptual issues include bilingualism, acculturation, and the "emic–etic" distinction, particularly as the latter applies to the cross-cultural generalizability of cognitive constructs. Operational issues include assessment of language dominance, test translation and development, and the examiner variable. The author appeals for concern with and sensitivity to individual differences in sociocultural and linguistic characteristics. (40 ref)
Journal
American Psychologist – American Psychological Association
Published: Oct 1, 1981