On the average, African Americans and Hispanic Americans score lower than Caucasians on standardized tests of intelligence. Describe how this effect is accounted for by the test-bias hypothesis, the genetic hypothesis, and the environmental hypothesis

Question

What will be an ideal response?

Answer 1

The test-bias hypothesis is based on research indicating that standardized tests are culturally biased in favor of Caucasian, middle-class children, that the tests favor speakers of standard English, and that good test-taking motivation is more likely for Caucasians. The genetic hypothesis argues that marriage within racial/ethnic groups could produce an intellectually superior genetic pool, and that Caucasians are better at abstract level II abilities such as concept formation and problem-solving. Evidence is very indirect, however, and studies of mixed-race children do not support this hypothesis. The environmental hypothesis notes that there are more disadvantaged African Americans and Hispanic Americans and that being disadvantaged can result in IQ deficits. Disadvantaged children adopted into middle-class homes show gains in IQ, which suggests that IQ is not a fixed trait. In a favorable environment, performance improves.