Critique [of Racial Intelligence Testing and the Mexican People]
Bibliographic Data
| ID | 18966709 |
|---|---|
| Authors | Olivia Mercado (De Anza College, corresponding author) |
| Year | 1982 |
| Volume | 5 |
| Issue | 2 |
| Pages | 51-53 |
| Publication date | 1982-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Ethnic studies review (JOURNAL) |
| Journal identifiers | ISSN: 1555-1881 • E-ISSN: 2576-2915 |
| Publisher | University of California Press (PUBLISHER • US) |
| DOI | 10.1525/ees.1982.5.2.51 |
| OpenAlex | W2943455130 |
| Language | EN |
Educational institutions are representative microcosms of the society. If the society segregates, exploits, and excludes racial groups, then it can be expected that educational institutions will follow suit. The intelligence testing of the 1920s and 1930s was an academic response to eugenics theories and to contemporary political-economic policies related to immigration, miscegenation, and segregation. As Gonzalez concludes, the creation of intelligence tests and their application were not only an apologia but also a means to maintain the status quo in the society
Accountability · Educational testing · Eugenics · Immigration · Political science · Politics · Sociology · Status quo · Gender Studies · Latin American and Latino Studies · Law · Psychology Research and Bibliometrics · Race, Identity, and Education in Brazil
| Highly cited | No |
|---|