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
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.