The realistic competency and activity scales of the Self-Directed Search were revised to learn if women's scores on these scales could be increased without reducing their concurrent and construct validity for men and women. Results indicate the revisions increase women's realistic scores, but fail to affect their high point codes. (Author)

The Vocational Preference Inventory responses from 290 subjects were subjected to a Rasch item analysis, one of a class of latent trait models. After elimination of 22 items which did not fit the model, a sex-free form of the VPI was obtained. (Author)

Three types of test bias are discussed: content bias, atmosphere bias, and use bias. Use bias is considered the most important. Tests reflect the bias in society, and eliminating test bias means eliminating racism and sexism in society. A six-stage model to eliminate racism and sexism is presented. (Author)

The hypothesis that sexist wording as opposed to gender-neutral wording lowers the scores of females on interest measures was tested using occupational titles with a sample of 94 high school girls. Results lend no support to the hypothesis. (Author)

The controversy over the use of standardized tests with minority-group children has generally ignored the issue of examiner race and sex factors on test performance. This study investigated the effects of the race and sex of a test examiner and the anxiety level of the subjects and their achievement test performance. Examiners (E) of different…

In order to appropriately interpret norm referenced measures, we need to know the characteristics of persons in the standardization sample. Mercer (1977) states that evidence from three sources should be examined when deciding if pluralistic norms are needed. First, do racial-ethnic groups differ on important social, economic, and cultural…

Low income and middle income four- and five-year old children were shown stimuli in three forms: objects, colored pictures, and black and white line drawings taken from commonly used assessment instruments, and were asked to label the stimuli. Results indicated both groups of children labeled the objects more successfully than the pictures.…

Presents a study of ways in which the PPVT may be modified to increase its sensitivity to culturally specific factors. The need for separate tests for Blacks and whites is not supported by data; rather more caution indicated in selecting to whom standardized tests should be administered. (Author)