Practitioner Guidelines for Career Counselling in Light of Cross-cultural Influences on WAIS-III IQ Test Performance

Abstract

This article consists of two aspects, including: (i) The delineation of WAIS-III normative date derived from prior research conducted by the present author (Shuttleworth-Edwards et al., 2004) in respect of a black African first language sample in the age range 19–30, stratified for level and quality of education; and (ii) The presentation of two case vignettes in order to illustrate the utility of these norms. The WAIS-III normative scores for the black African first language groups with advantaged education are commensurate with the USA standardization, whereas for black African first language participants with disadvantaged education scores fall in the Borderline Impaired and Low Average ranges for Grade 12s and Graduates, respectively. The two case vignettes highlight the need to take account of such culturally induced performance decrements on the standard administration the WAIS-III, in order to facilitate reality based indications concerning educational and career possibilities. In particular, there is the risk of underestimating potential in black African first language populations with relatively disadvantaged education.

Keywords:

• WAIS-III
• culture
• qualitative
• language
• African