Fuchs, D., & Fuchs, L. S. (1989). Effects of examiner familiarity on Black, Caucasian, and Hispanic children: A meta-analysis . Exceptional Children , 55 (4), 303–308. https://doi.org/10.1177/001440298905500403

Journal Article

Fuchs, D., & Fuchs, L. S. (1989). Effects of examiner familiarity on Black, Caucasian, and Hispanic children: A meta-analysis. Exceptional Children, 55(4), 303–308. https://doi.org/10.1177/001440298905500403

Tags

Examiner familiarity; Multiple content

URL

http://journals.sagepub.com/home/ecx

Summary

Accommodation

Participants were tested under familiar and unfamiliar examiner conditions.

Participants

This meta-analysis involved 14 studies that included 989 subjects.

Dependent Variable

Three types of dependent variables were used: Intelligence tests (7 studies), Speech/language tests (5 studies), educational achievements tests (2 studies).

Findings

Caucasian students performed similarly in familiar and unfamiliar examiner conditions. African American and Hispanic students, however, scored significantly and dramatically higher with familiar examiners.