Which of the following best explains the significant differences between mean IQ scores of
European American and African American undergraduates? - ✔✔A. The difference in the
quality of secondary education for European
...
Which of the following best explains the significant differences between mean IQ scores of
European American and African American undergraduates? - ✔✔A. The difference in the
quality of secondary education for European American and African American students
B. Inherent brain differences between European American and African American students
C. Differences between urban and suburban experiences
D. An inherent bias in IQ tests toward the majority group
Further, there is little consensus regarding the definition of intelligence, the definition of test
bias, the existence of test bias, the types of test biases, the impact of test bias on diverse students,
and the nature and extent of test bias in contemporary or newly re-normed tests. These two
educational fields rely extensively on tests to make educational and placement decisions. In
gifted education, low test scores often prevent diverse students from being identified as gifted
and receiving services; in special education, low test scores often result in identifications such as
learning disabled, mentally retarded, and so forth. Racially and linguistically diverse students
(African Americans, Hispanic Americans, and Native Americans) are under-represented in gifted
education and over-represented in special education. In one camp, scholars argue that the low
test performance of minority students can be attributed to cultural deprivation or disadvantage(s);
connotatively, this refers to the notion of diverse students being inferior to other students (see
Rushton, 2003). Unfortunately, deficit thinking orientations are present even today (e.g., Ford,
Harris, Tyson, & Frazier Trotman, 2002). For instance, Frasier, García, and Passow (1995), and
Harmon (2002) argued that teachers tend not to refer racially and culturally diverse students to
gifted programs because of their deficit thinking and stereotypes about diverse students. When
the focus is on what diverse students cannot do rather than what they can do, then they are not
likely to be referred for gifted education services.
In a different camp, scholars argue that minority students are culturally different, but not
culturally disadvantaged or deficient (e.g., Boykin, 1986; Delpit, 1995; Erickson, 2004; Nieto,
1999; Rodriguez & Bellanca, 1996; Shade, Kelly, & Oberg, 1997). These individuals
acknowledge that culture impacts test performance, but they do not equate or associate low
performance with inferiority
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