Intelligence testing: the legitimation of a meritocratic educational science |
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| Authors: | Theresa Richardson Erwin V Johanningmeier |
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| Institution: | a1Department of Psychological and Social Foundations, College of Education, University of South Florida, 4202 East Fowler Avenue, FAO 100U, Tampa, FL 33620-7750, USA |
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| Abstract: | This chapter addresses the origin, legacy, and persistence of intelligence testing in the United States as a process whereby education was colonized by the field of psychology. The convergence of events which fostered the development of intelligence tests and which maintain them in high standing link the history of schooling to the larger field of social change and reinforce the idea that schools are inseparable from the social climate of which they are a product. Intelligent tests were created as, and are, efficient sorting mechanisms in schools that reflect dominant values and contribute to social stability by justifying unequal educational outcomes as a natural and objective process. In spite of their seemingly meritocratic potential, intelligence tests are a primary mechanism for the reproductive role of schooling in society as reinforcing class, race, and ethnic biases. |
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