Cultural Competence in the Use of IQ Tests with Culturally and Linguistically Diverse Children

Abstract

Practitioners routinely use IQ tests to identify exceptionality in children whose cultural and linguistic heritage differs from the U.S. mainstream. Frequently, such activities are devoted to the identification of a disability. Although the issues are quite similar, this article seeks to examine the issues from the perspective of identifying diverse children who may be gifted and talented and outlining the necessary components for cultural competence in this form of assessment. Historical and recent developments in mental testing are discussed as well as research that indicates differences in performance between mainstream individuals and those who are culturally or linguistically different. Additional discussion is provided regarding problems inherent in traditional practices presumed to reflect culturally competent evaluation and methods that have been developed recently that better address the problems that arise in the evaluation of gifted and talented diverse individuals. Following existing professional ethical mandates and guidelines for equitable practice, we outlined a series of competencies that form the basis of fair and equitable assessment of diverse children who may be gifted and talented. These competencies included developing self-awareness, establishing trust and building rapport, learning the family system, rethinking intelligence, modifying referral indicators, evaluating fairly, interpreting equitably, and intervening appropriately. Although not intended to be a complete prescription for engaging in and developing culturally competent assessment, it is believed that the guidelines contained herein can be used effectively to guide practice that represents current best practices in culturally competent gifted and talented assessment.