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11 - Testing in a Cross-Cultural Context

from PART THREE - APPLICATIONS OF TESTING

Published online by Cambridge University Press:  05 June 2012

George Domino
Affiliation:
University of Arizona
Marla L. Domino
Affiliation:
University of South Carolina
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Summary

AIM What are the problems associated with using psychological tests with minority individuals and those of another culture? If for example, we wish to administer the WISC-R to a black child, or we translate the test into French for use with French children, will the test still be valid? Basically, this is the issue we look at in this chapter.

INTRODUCTION

In this chapter, we look at cross-cultural testing, that is, at some of the ways in which culture and testing can interact. We use the term “culture” in two different ways: (1) to delineate people living in different countries, for example, the United States vs. the People's Republic of China; and (2) to refer to minority groups within a particular country, for example, blacks and Hispanics living in the United States. There are of course many ways of defining culture. For our purpose, we can define culture as a set of shared values and behaviors that include beliefs, customs, morals, laws, etc., that are acquired by a person, shared in common with other members who are typically in close proximity, but different from those held by others who often live in a different geographical setting (D. W. Sue & D. Sue, 1990).

Type
Chapter
Information
Psychological Testing
An Introduction
, pp. 272 - 296
Publisher: Cambridge University Press
Print publication year: 2006

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References

Bracken, B. A., & Fouad, N. (1987). Spanish translation and validation of the Bracken Basic Concept Scale. School Psychology Review 16, 94–102.Google Scholar
Holtzman, W. H. (1968). Cross-cultural studies in psychology. International Journal of Psychology, 3, 83–91.CrossRefGoogle Scholar
Huebner, E. S., & Dew, T. (1993). An evaluation of racial bias in a Life Satisfaction Scale. Psychology in the Schools, 30, 305–309.3.0.CO;2-F>CrossRefGoogle Scholar
Lam, T. C. M. (1993). Testability: A critical issue in testing language-minority students with standardized achievement tests. Measurement and Evaluation in Counseling and Development, 26, 179–191.Google Scholar
Schwarz, P. A. (1963). Adapting tests to the cultural setting. Educational and Psychological Measurement, 23, 673–686.CrossRefGoogle Scholar

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