The influence of examiner race on the cognitive functioning of urban and rural children of different races

Abstract

Abstract Urban and rural girls enrolled in second grades of a school system in the South were randomly assigned to black and white examiners to be tested on an individually administered intelligence test. The interaction of race of examiner, race of subject, and location of subject's home on test performance was investigated using a factorial design employing analysis of covariance. This interaction was not significant. However, as found in other studies, the white children as a group scored significantly higher than the black children. A discussion of conditions in which an interaction relationship may result is presented.