Race of Examiner as a Variable in Test Attainments of Preschool Children

Abstract

This study evaluated the effect of examiner's race on the preschool readiness attainments of 2- and 3-yr.-old black and white children. The findings indicate that except for performance in the large motor skill area in which black subjects secured higher scores with the white examiner, there were no significant race-of-examiner × race-of-child effects. Significant differences, associated with race of examiner, were identified in three skill areas but scores of both black and white children followed similar trends, which does not support the thesis that an examiner of the same race promotes children's improved performance. Results must be viewed in the context of home-centered testing of 2- and 3-yr.-old children. Also, regional differences may limit the extent to which generalizations may be made. Further research appears warranted, to determine the extent to which examiner influences more subtle than race, such as attitudes and expectations of an individual child's performance, may influence children's test scores.

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