The re-posting of Lisa Mitten's original note of 17 Feb 1992 regarding the
IQ testing of NA's reminded me of Gordon MacGregor's _Warriors Without
Weapons: A Study of the Society and Personality Development of the Pine
Ridge Sioux_, University of Chicago Press, 1946, pp. 186-187. He and
his staff administered two tests, the Grace Arthur Point Performance Scale
and the Goodenough Draw-a-Man Test, to 166 Lakota children aged 6-15 at
Pine Ridge and Kyle, South Dakota. Both tests are designed to score
intelligence through manual performance, rather than through skill in
writing English and using arithmetic and other mainstream school subjects.
The Kuhlman-Anderson Test, parts of which are written, was administered to
students at Oglala Community High School in Pine Ridge. Thirty of them had
an average score of 82.3. This indicated to MacGregor and his staff that
an inadequate command of English would make tests where responses must be
in that language a marked handicap for these Lakota students.
MacGregor states that the average IQ score for white children in the Arthur
test is 100. The average IQ's for the Lakota students in this test were
102.6 at Pine Ridge and 101.1 at Kyle; the average IQ's in the Goodenough
Draw-a-Man Test were 102 for Pine Ridge and 113.6 for Kyle. "Each group
displayed the expected range from subnormal to superior intelligence."
Maybe some of you Indian educators know whether or not more recent tests
of this type have been administered to NA children. MacGregor notes that
Indian Education Research Project, of which his book is one report,
administered the tests to Hopi, Navajo, Papago, and Zuni children as well.
The Hopi children had significantly higher scores on the tests than the
white children on which they were standardized. The results MacGregor
reports indicate that there was no "crossover effect" for these Lakota
students and no evidence of mental deficiency. So the problem with low
IQ scores for NA's in the WISC and Sanford-Benet (sp?) tests appears to
be with what is being tested.
Grosvenor Pollard
via Elizabeth B. Pollard
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Elizabeth Pollard
Systems Librarian Internet: pollarde@email.uah.edu
Univ. of Ala./Huntsville Phone: (205) 895-6313
Huntsville, AL 35899 Fax: (205) 895-6862
SYSOP*Diabetes Forum on Compuserve Compuserve: 72457,1560
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Comments from NativeNet moderator, Gary Trujillo (gst@gnosys.svle.ma.us):
The reposting of the articles from NAT-EDU Lisa Mitten begun by Lisa
Mitten's question to that list was to NATCHAT, so many NATIVE-L folks
may not have seen those articles. The name of the test referred to
by Grosvenor, according to one of the articles is "Stanford-Binet."
>From: lmitten@vms.cis.pitt.edu (Lisa Mitten)
Subject: IQ testing of Indian students?
Message-ID: <01GGMHPX6UEOJP79TH@vms.cis.pitt.edu>
Date: Mon, 17 Feb 1992 16:46:00 GMT
I need some help and information regarding IQ testing of Indian
kids. I am embroiled in a dispute right now with my local school district
regarding evaluation of my daughter for a gifted program. We are Mohawk
and Seneca, and allowances are made for hispanic and black kids regarding
test scores, but not indian kids.
Does anyone have any information regarding cultural or other biases
that have been shown against Native Americans in standard IQ testing,
particularly the WISK tests? I am aware of a phenomenon unique to Indian
kids that hits at the middle school level, called the "crossover effect".
Basically, Indian excell over white kids until this age, and then decline
in scores right through high school. Reasons are unclear, but seem to be a
combination of low teacher expectations and the child realizxing that there
is no place for Indian history & cultures in the curriculums. This is
particularly the case in Pittsburgh, where Indian kids are well-scattered
throughout the region.
Any help or advice anyone can give regarding IQ testing for Indian
kids - whether a recommendation of a "good" test or proof that standard
scores are inaccurate - would be VERY helpful. Thanks in advance--
Lisa Mitten
207 Hillman Library University of Pittsburgh
Pittsburgh, PA 15260
412-648-7723
lmitten@pittvms
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>From: switt@knox.bitnet (Susan Witt)
Subject: Re: IQ testing of Indian students?
Message-ID: <9202250258.AA01706@BU.EDU>
Date: Mon, 24 Feb 1992 05:00:00 GMT
Original-Sender: switt@knox.bitnet (Susan Witt)
Lisa Mitten states,
> I am aware of a phenomenon unique to Indian
> kids that hits at the middle school level, called the "crossover effect".
> Basically, Indian excell over white kids until this age, and then decline
> in scores right through high school. Reasons are unclear, but seem to be a
> combination of low teacher expectations and the child realizxing that there
> is no place for Indian history & cultures in the curriculums.
One of my teachers has discussed this phenomena in relationship to girls
in general (not just Native American), that they tend to score equally or
above boys until about middle school. I will try to get some specific
references regarding this if you're interested. Seems like middle school
is a period of increased awareness for a lot of kids, and a time of
increased responsiveness to external pressures?
Either way, I expect that the effects for Indian girls are even more
intense, as they have to deal with both lack of respect for Indians and
lack of respect for the female sex.
Susan Witt
Knox College
<switt@knox.bitnet>
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>From: mdewart@insteps.bitnet (Mark Dewart)
Subject: Re: IQ testing of Indian students?
Message-ID: <01GGW93N4C2O8WW0Z9@BUTLERU.BITNET>
Date: Mon, 24 Feb 1992 16:27:00 GMT
Hello Lisa:
You asked:
> Does anyone have any information regarding cultural or other biases
> that have been shown against Native Americans in standard IQ testing,
> particularly the WISK tests?
I passed your question on to the staff at our school who do the
educational testing. Their quick response follows and I think they might
have more to say over the next few days.
________________________________________________________________________
Mark, I do not have any information on the validity of using the WISC-R
or the WISC-III with the Native American population. I would think
that they could use the WISC along with the PPVT, the Peabody Picture
Vocabulary Test, and the K-ABC (under 12 years) and compare scores. For
the middle schoolers, I guess that I would compare the WISC, PPVT, and
the new Stanford Binet. It is a fascinating concept and I will look
through my things at home for any information.
________________________________________________________________________
Two lists that might be able to provide additional help:
TAG-L is the Talented and Gifted Education Discussion List. It can be
reached electronically as TAG-L@NDSUVM1.
Another is EDPOLYAN@ASUACAD. This is the Professionals and Students
Discussion Educational Policy List.
In general, I've always been troubled by the way "gifted" education classes
are rationed. It seems to me that the enrichment and challenge offered by
these classes is good education that many students could benefit from. If
good, enriching education has to be rationed, (and I'm not convinced that it
does to the extent that it is) then instead of erecting artificial barriers
(tests) it seems like we ought to give students more of a chance to
participate in gifted education program by letting them self select into the
program and remain there based on their performance. Enrollment should be
based more on performance in gifted and talented classes and less on tests
that attempt to predict that performance.
A good argument for this position is in Paul Brandwein's book _Gifted Young in
Science:Potential Through Performance_. 1988. National Science Teacher's
Association, Washington, D.C. He wrestles with the problem of who gets to
enroll in the Independent Research courses. He can't find a good predictor of
success in scientific research, so he feels it is wrong to exclude those who
want to take the course.
This is much more theoretical than the specific help you need now. Perhaps
others reading your posting will be able to be more helpful.
Mark Dewart
Indianapolis, Indiana
dewart@butleru.bitnet
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>From: jweissgl@nas.bitnet (Julian Weissglass)
Subject: Re: IQ testing of Indian students?
Message-ID: <9202241904.AA07490@BU.EDU>
Date: Mon, 24 Feb 1992 18:50:00 GMT
IQ tests are awful instruments for anyone but particularly oppressive for
youngsters from the non-dominant culture. I don't know a particular reference
for native peoples but the racist origins of IQ testing in general is told very
well in Stephen J. Gould's book The Mismeasure of Man. There was also a good
article in the Kappan in 1989 by Neill and Medina "Standardized Testing:
Harmful to Educational Health" vol. 70 (9) pp 688-697. I summarized some of my
thoughts on testing in an unpublished article "What They Don't Tell You About
Testing: The Hidden Costs" which I would be glad to send you.
I would appreciate staying informed of any references you receive, and I
encourage you to fight to eliminate IQ testing.
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>From: darmhk@ksuvm.ksu.edu (Dorothy Roberts)
Subject: Re: IQ testing of Indian students?
Message-ID: <9202241938.AA09799@BU.EDU>
Date: Mon, 24 Feb 1992 19:11:00 GMT
Lisa, there are some definite biases in the WISC tests but I am at a loss
to remember exactly how they show up. You might try the folks at the
Peigan Institute in Browning Montana. They have checked all of the available
standardized tests in relation to bias against NA's. The director is one
Dr. K(G)ipp. IF anyone else knows about these folks, I'd appreciate an
update on their work as I have, thru several moves, lost the phone number.
There is also another theory that I privately hold, and have explored some
but not enough, so take it with a large block of salt.... there is the
theory that the human brain, over generations, retains patterns -of language,
of memory (tribal memory), etc. One of the overriding factors of life
within a communal/tribal culture is what Carol Gilligan has identified in
women as an ethic of responsibility. It is a concern for the care of others.
In tribal society, one is concerned not primarily with personal/individual
success, but interpersonal/intergroup success. The concern is for the whole,
not the part.
IF a)tribal memory is, in effect, a brain pattern that can last for generations
and b)if your daughter has been raised with an ethic of care, you have to
remember that the WISC tests are based on individual effort, and your daughter
may have a more tribal/group perspective therefore, the answers to some of
the questions may have a different meaning for her.
The ethic of care/responsibility has serious implications for all kinds of
folks, including but not limited to women. Gilligan, herself, wrote that
the ethic of care is characterized "not by gender but by theme". And where,
under all creation, is that more true than among the native peoples of this
continent? IF the ethic of responsibility "holds true", then there are some
serious changes in the way dominant society educates people.
AS this is one of my pet peaves with the educational system in this country,
I will spare you the subsequent tirade..... but you get my drift....
Good luck!
people who really KNOW
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>From: baldwin@backbone.hsu.arknet.edu (George Baldwin)
Subject: Re: IQ testing of Indian students?
Message-ID: <MAILQUEUE-99.920225093723.480b@backbone.hsu.arknet.edu>
Date: Tue, 25 Feb 1992 15:37:23 GMT
Gary: I am working on the Indian intellience test question that has
come up on NativeNet: Please post the following as I followup. I am
using the assistance of the American Association for the Advancement
of Science Minority Science and Values Program for help!
Dr. George D. Baldwin
Chair, Dept. of Sociology
Henderson State Univerity
Arkadelphia, AR 71923 telephone: 501-246-5511 x3292
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>Date: Mon, 24 Feb 92 17:00:50 EDT
>From: Amy <VALUES@gwuvm.gwu.edu>
>Subject: Re: IQ testing of Indian students?
>To: George Baldwin <BALDWIN@backbone.hsu.arknet.edu>
Hi, George! No one in this office is well informed on this issue,
but... Eligio Padilla, of minority workshop fame, is an expert on
this. He has established norms on the Wechsler Intelligence Scale
for Children that were revised at Laguna and Zuni pueblos in Mexico.
(A disproportionate number of children were being labeled retarded
at these sites.) He also standardized the Peabody Picture Vocabulary
Test and the Kaufman Assessment Battery for Children in Mexico. I
sent Lisa Mitten a direct e-mail message with all this info and
Eligio's address and phone number. What a resource base we've got
with the `27'! - Amy
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>From: demeler@selway.umt.edu (Borries Demeler)
Subject: Re: IQ testing of Indian students?
Message-ID: <9202252002.AA05732@selway.umt.edu>
Date: Tue, 25 Feb 1992 20:02:26 GMT
On Mon, 24 Feb 92 13:11 CST, darmhk@ksuvm.ksu.edu (Dorothy Roberts), writes:
>Lisa, there are some definite biases in the WISC tests but I am at a loss
>to remember exactly how they show up. You might try the folks at the
>Peigan Institute in Browning Montana. They have checked all of the available
>standardized tests in relation to bias against NA's. The director is one
>Dr. K(G)ipp. IF anyone else knows about these folks, I'd appreciate an
>update on their work as I have, thru several moves, lost the phone number.
The name is Darrell Kipp. He is the head of the Peigan Institute at Browning,
Montana on the Blackfoot Reservation. The Peigan Institute is affiliated
with the Blackfoot Community College.
Their number is (406) 338-5411/5441
Hope this helps.
-Borries Demeler
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>From: drz@sjuvm.bitnet (Bob Zenhausern)
Subject: Re: IQ testing of Indian students?
Message-ID: <m0lJP2m-0000lxC@wimsey.bc.ca>
Date: Wed, 26 Feb 1992 13:19:34 GMT
This article is from the Alternative Approaches to Learning Discussion List
<altlearn@sjuvm.bitnet>:
In terms of testing native americans, I remember a few facts I learned
in the Ivory Towers of Academia in a course in Differential Psychology
taught by Anne Anastasi using her book of the same name. Her book
on psych testing might provide further information. I do not have the
exact references, but they should not be hard to find. A few points
that I can recall offhand:
Not all cultures stress speed. Not all cultures testing. Among
one Native American culture (Hopi?) it is considered impolite to answer a
question that everyone else in the class also cant answer. Maybe the
most salient point is that while all cultures demand tests, not all
cultures stress paper and pencil as the form of that testing. I remember
a distinction made between Culture Fair Tests and Culture Common
Tests. In either case, it meant that language was not used. It was as
if the only differences between cultures were language.
It is our insistence on Standardized tests that is the problem.
Let me bring up a suggestion for discussion and I invite response.
Start with individuals from the culture in question and ask them what
makes a person a "bright" person and use this to develop a test that
is appropriate for that culture.
-drz-
Bob Zenhausern, Ph.D. Compuserve: 72440.32@compuserve.com
St. John's University Bitnet: drz@sjuvm.bitnet
SB 15 Marillac Phone: 718-990-6447
Jamaica, NY 11439 Fax: 718-990-6705
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>From: Bill Stapp <igc.apc.org!bstapp>
Subject: RE: IQ testing of Indian students?
Message-ID: <9302250109.AA15229@igc.apc.org>
Date: Thu, 25 Feb 1993 01:09:52 GMT
Hi from Hawaii...This issue is of great importance to the schools of Hawaii
We will try to read this entire conference and try to react soon to you.
We seem to have the same problem here in Hawaii. with our native Hawaiian
population.