"Effects of Psychological Stereotypes
upon Standardized Testing"

Abstract of a paper by Kevin Zeidler

With the recent advent of intense scholastic testing, these exams have often been used to determine class placement, among other important factors. With pressure to succeed mounting higher, we must ensure that we deliver these tests in a manner that does not hinder the performance of any denomination of people. However, with oftentimes invasive personal questionnaires included in these tests, how can we guarantee that our children are assessed to the most accurate degree of their ability? It is a well known fact in the field of psychology that is a sample group of males and females are tested on mathematical ability on a test which includes a gender labeling questionnaire, males are apt to perform better than their female counterparts. However, in several experiments that do not include a gender labeling questionnaire, the gap practically disappears entirely. Similar experiments with race and age have had comparable findings. By creating a condensed, 20-question IQ test with two formats: a control group with a questionnaire that labels age, race, gender, socioeconomic background level, parental education level, and GPA before the test, and the focus group that includes the same questionnaire after the IQ test, a greater insight will be gained as to the effects of these labeling questionnaires upon each denomination included.

Kevin Zeidler and Advisor