Intelligence Assessment of the American Negro, 1913--1945: A Socio-Cultural Recapitulation (2004)
Seay, Cameron W. (Author)
Georgia State University
Thompson, Dennis
Edition Details: Advisor: Thompson, Dennis
Physical Details: 201 pp.
Language: English
Intelligence assessment has a controversial history in American education, and the controversy continues to the present day. At the core of this controversy are the assumptions that the primary factor in intelligence is heredity, and that different ``races'' have varying levels of intelligence. This dissertation offers an analysis of the intelligence assessment literature in the first half of the twentieth century as it pertained to African Americans---then called Negroes. A quantitative, linear, single value for human intelligence had been widely accepted by both American education and American psychology. Coupled with this position was the recurring view that American Negroes were measurably deficient in intelligence when compared to whites. Since the 1920s, however, there has existed a substantial body of literature that has challenged both the scholarship and science of this position. An exemplary group of scholars generated voluminous and meticulous refutations to the hereditarian view of intelligence. The author reviews both archival and published contributions from this body of work dating from the beginning of World War I to the end of World War II. Included are the major works of Otto Klineberg, Martin Jenkins, and Herman Canady, all of whom made substantive contributions to a ``social factors'' view of intellectual assessment. In the conclusion, the author will present an alternative approach to the analysis and assessment of intellectual activity. This alternative approach will be built upon the work of Lev Vygotsky, who is considered by many to be the father of the socio-cultural perspective of cognitive development.
...MoreDescription Cited in Diss. Abstr. Int. A 66/03 (2005): 895. UMI pub. no. 3166986.
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