Why is intelligence testing a questionable practice? Essay Example

manifestations. These observations from influential sociologists like Goddard and Odum significantly influenced government policies at the time, ultimately leading to the implementation of segregation. As a result, black students were confined to exclusive public schools with a specialized curriculum focused on teaching them practical vocational skills.Discontent among disadvantaged communities can be observed as a result of institutionalized discrimination. These communities questioned the authenticity of supporting scientific evidence and tests.

Lewis Terman, in his 1916 book The Measurement of Intelligence, observed that African American, Native American, and Mexican children performed poorly on the tests.

According to Franklin (2007, p.217), the dullness observed in certain individuals appears to be rooted in their race or inherited from their family lineage. The author asserts that encountering this type of dullness among Indians, Mexicans, and [Negroes] with such remarkable frequency strongly suggests the need to reconsider the topic of racial disparities in mental characteristics. It is believed that there will be significant racial distinctions discovered, which cannot be eliminated through any form of intellectual development.

Widespread acceptance of these views led to the use of crude assessments of racial and ethnic differences, which were employed to justify the subordination of minority communities. This practice was not exclusive to the United States; it was also prevalent in other imperialist nations such as the UK. The civil rights movement and black community activism in the 1960s challenged long-held beliefs regarding intelligence, as they demanded equality. Previously, intelligence test results had been utilized for political oppression against minorities. Due to this dark history, intelligence tests continue to be regarded with apprehension and skepticism today (Fancher, 1985, p.110).

The controversy surrounding the misuse of intelligence tests for

political purposes is just one aspect of a broader debate. There is disagreement among scientists about the very definition of 'intelligence', with some even questioning its existence and instead advocating for a deterministic and behavioral understanding of human nature. This perspective contrasts with the beliefs of most psychologists, who view intelligence as a fixed quantity that can lead to feelings of helplessness and negative impact on self-esteem for individuals with low intelligence scores. Adding fuel to the controversy are publications such as "The Bell Curve: Intelligence and Class Structure in American Life" by Richard J. Herrnstein and Charles Murray, which seek to categorize society hierarchically based on correlations between economic class and higher levels of intelligence. In this context,

"Intelligence tests have been utilized to bolster nativistic theories, which perceive intelligence as a distinct and unchanging faculty. Throughout history, supporters of nativistic theories have effectively convinced influential figures that standardized tests provide dependable measurements of intelligence. Consequently, these tests have been employed to make crucial determinations concerning numerous individuals, ranging from immigrants and U.S. soldiers in World War I to ordinary schoolchildren and individuals with developmental disabilities" (Schlinger, 2003, p.16).

In recent decades, Daniel Goleman’s groundbreaking work on Emotional Intelligence has challenged conventional beliefs about human intelligence. In his popular book, also titled Emotional Intelligence, Goleman argues that academic excellence does not guarantee future success in prestigious positions in academia, the corporate world, or other professional fields. Instead, an individual's achievements in their professional life have only a loose connection to their academic performance in school and college. Realizing the missing factor in this equation, Goleman introduced the concept of Emotional Intelligence as a more powerful and

valuable determinant of success in worldly affairs. Initially, the term Emotional Intelligence may seem contradictory due to traditional views that reason and emotion are at odds with each other. However, this term actually suggests that emotion is a vital component of reason rather than its adversary. Unfortunately, many standardized tests used by psychologists and educators fail to adequately assess this crucial element of a student's overall personality. (Keith et. al., 2001, p.89)

The Geneva Appraisal Questionnaire was developed in 2002 to address the limitations of conventional intelligence tests. Another groundbreaking test in emotional intelligence (EI) is the BarOn Emotional Quotient Inventory. However, psychologists have not yet agreed on which aspects to measure and how best to measure them due to the subjective nature of EI testing. Additionally, there are numerous lesser-known online tools claiming to assess an individual's Emotion Quotient (EQ), but only a few provide a visible scoring system or sufficient information for validation or credibility (Wakeman, 2006, p.72).

Till date, the Emotional Intelligence Questionnaire (EIQu) is the most exhaustive testing model that has been developed. The EIQu uses a polar graph to place individuals into one of twelve sectors, identifying their strengths and weaknesses in various aspects of emotional intelligence. This tool is expected to become a significant means of measuring emotional intelligence for psychometric testing, recruitment, and educational psychology purposes (Wakeman, 2006, p.71).

However, since the EIQu is a recent invention, its effectiveness as a testing method in the future remains to be seen. It is also uncertain if it will address the shortcomings of existing intelligence testing models. Moreover, EQ tests are prone to manipulation and dishonesty by those being examined. In response,

new psychometric tests are being developed with mechanisms to ensure consistency in participants' answers.