To what extent, if any, are standardized tests biased along racial, class, and gender lines? My research focuses on the analysis of very recent data that looks at, for example, how well standardized test scores for individuals predict college grades for different racial/ethnic groups, for middle versus working class persons, and for women versus men. The results show significant race, class, and gender bias. A related project looks at data on identical twins, both those separated early in life and those not separated, plus data on fraternal twins. I am analyzing the relative effects on test score of genetics versus environment (as well as effects of their combination), and investigating past suspicious claims that racial and gender differences in test scores are genetic. So far, the results are showing more of an effect of social environment than of genes.
Howard F. Taylor. The IQ Game: A Methodological Inquiry into the Heredity-Environment Controversy, New Brunswick: Rutgers University Press, 1980. Co-published by Harverster Press, Ltd., Brighton, Sussex, England, 1980. Translated into Spanish by Alianza Editorial, Madrid, 1983.
In Preparation: H.F. Taylor, Race, Class and the Bell Curve in America.
Howard F. Taylor and Margaret L. Andersen. Sociology: Understanding A Diverse Society. Belmont, CA: Wadsworth, 2006.
Howard F. Taylor, “Another Look at the Genetic Heritability of Political Attitudes,” 2005. Submitted to the American Political Science Review.
Howard F. Taylor, “Deconstructing the Bell Curve: Racism, Classism and Intelligence in America,” pp. 60-76 in Bruce R. Hare, ed., 2001 Race Odyssey: African Americans and Sociology, Syracuse: Syracuse University Press, 2002.