AUTHOR/S: A. Edwards
ABSTRACT: This objective of this paper is to present a brief review of cross-cultural research in respect of the WISC-IV, followed by documentation of cross-cultural normative indications in respect of this test within the South African arena. Combined research data are presented in respect of Grade 7 white English, black Xhosa, white Afrikaans and coloured Afrikaans speaking children tested with the WISC-IV (van der Merwe, 2008; van Tonder 2007). In all studies there was additional stratification within language/ ethnic groups for quality of education, viz. relatively advantaged education within the historically white private and/or former Model C educational institutions, versus relatively disadvantaged education within the formerly designated black and coloured township educational institutions. In robust fashion, this outcome in respect of the WISC-IV serves to confirm the indications from earlier WAIS-III cross-cultural research for Grade 12s and Graduates (Shuttleworth-Edwards et al., 2004), of significant lowering of IQ test performance of around 20 IQ points in association with relatively disadvantaged education. Whereas language and ethnic variables reveal subtle effects on IQ test performance, quality of education has the most significant effect.