"Teachers are not Miracle Workers:" Lloyd Dunn's Call for Hispanic Activism

Abstract

This article refutes Dunn's claims by discussing the existent cultural/linguistic bias in IQ tests for minority groups. It is argued that IQ tests standardized on a "representative" sample assess only knowledge and skills deemed intelligent within the dominant group, and exclude culturally specific ways in which minority children have learned to demonstrate intelligent behavior. The inevitability of bias against minority cultural/linguistic groups in IQ tests as a result of the way tests are developed and standardized is discussed. Dunn's proposal for English Immersion programs is also criticized because he fails to assess research which shows that such programs do not produce high English proficiency and further fails to consider the actual data on bilingual education.

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