Either a Paradigm Shift or No Mental Measurement: The Nonscience and the Nonsense of The Bell Curve.

Hilliard, Asa G.

doi:10.1037/1099-9809.2.1.1

Cited by 25 publications

(28 citation statements)

References 54 publications

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“…The decontextualized IQ testing for the identification of high incidence disabilities that typifies assessment for special education is based on a narrow view of intelligence that fails to take into account the social and cultural nature of learning (e.g., Hilliard, 1994;Rogoff, 2003;Rowe, 1991, Samuda, 1998. Thus, as Hilliard (1995) has argued, what is needed is "either a paradigm shift or no mental measurement" (p. 6). The National Research Council (Donovan & Cross, 2002), in concluding its consideration of assessment issues, called for a focus on children's intervention needs rather than a search for intrinsic disability, and for an end to the requirement for IQ tests as a "primary criterion" for eligibility (p. 313).…”

Section: Assumptions About the Nature Of Disproportionate Representationmentioning

confidence: 99%

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

Klingner

Artiles

Kozleski

et al. 2005

EPAA

182

147

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In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based interventions and strategic improvements in practice and policy to improve students’ educational opportunities in general education and reduce inappropriate referrals to and placement in special education. We envision this work as cutting across three interrelated domains: policies, practices, and people. Policies include those guidelines enacted at federal, state, district, and school levels that influence funding, resource allocation, accountability, and other key aspects of schooling. We use the notion of practice in two ways, in the instrumental sense of daily practices that all cultural beings engage in to navigate and survive their worlds, and also in a technical sense to describe the procedures and strategies devised for the purpose of maximizing students’ learning outcomes. People include all those in the broad educational system: administrators, teacher educators, teachers, community members, families, and the children whose opportunities we wish to improve.

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Section: Assumptions About the Nature Of Disproportionate Representationmentioning

confidence: 99%

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

Klingner

Artiles

Kozleski

et al. 2005

EPAA

182

147

View full text Add to dashboard Cite

show abstract

“…AAVE is a different dialect of English from American Standard English (ASE), but it is not inferior or abnormal unless one uses ASE as the preferable norm. The problem of limited inclusion of African Americans in theory development and intervention research continues to be salient in education decision‐making (Hilliard, ; Proctor et al., ).…”

Section: Discussionmentioning

confidence: 99%

“…Second, racial/ethnic differences are sometimes viewed as deficiencies because the pre-established norm represents European American culture (Belgrave & Allison, 2010;Guthrie, 2004, Truscott & Truscott, 2005. Until fairly recently, samples used in psychology research seldom included African Americans (or other non-European American groups) resulting in theories built solely around the dominate culture (Belgrave & Allison, 2010;Guthrie, 2004;Hilliard, 1996). Using such theories as the norm resulted in African Americans being deemed "abnormal" based on comparison to behaviors, thoughts, or performances of the people who shared the dominate European American cultural norms.…”

Section: Discussionmentioning

confidence: 99%

African American School Psychologists’ Perceptions of the Opportunities and Challenges of Practicing in Southeastern United States

Truscott

Proctor

Albritton

et al. 2014

Psychology in the Schools

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Rapid demographic shifts in the United States’ school‐aged population require school psychology to research and address issues related to limited racial/ethnic diversity in the profession. This qualitative study explored the work‐related experiences and perceptions of 30 African American School Psychologists who practiced in the Southeastern United States. Findings revealed that African American School Psychologists perceive their ability to help children, advocate for children of color, and provide positive representations of people of color as opportunities. They perceive racial bias, including racial microaggressions, as a primary challenge in their careers. Based on these results, recommendations for research, training, and practice are provided.

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“…Research studies on race illustrate that attitudes regarding the relationship between race and social status develop at a very early age (Clark & Clark, 1939;Comer & Poussaint, 1992;Hilliard, 1996). The struggle for racial identity and status, coupled with the effects of misperceptions about their ability, perpetuate a lack of confidence that afflicts many African American students.…”

Section: Competence and Confidencementioning

confidence: 96%

Unlocking the Potential of African American Students: Keys to Reversing Underachievement

Jackson¹

2005

Theory Into Practice

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The potential of many African American students is undetected due to misperceptions about their intellectual ability and achievement. These misperceptions cause inadequate instructional responses, which in turn perpetuate the cycle of underachievement. This article analyzes the bases for many of these misperceptions, explores the impact of culture on learning, and provides guidelines for eliciting and nurturing the potential of African American students for whom race is a factor in school.

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Either a Paradigm Shift or No Mental Measurement: The Nonscience and the Nonsense of The Bell Curve.

Cited by 25 publications

References 54 publications

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

African American School Psychologists’ Perceptions of the Opportunities and Challenges of Practicing in Southeastern United States

Unlocking the Potential of African American Students: Keys to Reversing Underachievement

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