Testers and testing : the sociology of school psychology /
Carl Milofsky.
New Brunswick, N.J. : Rutgers University Press, c1989.
xiii, 266 p. : ill.
081351407X :
More Details
New Brunswick, N.J. : Rutgers University Press, c1989.
081351407X :
catalogue key
Includes bibliographical references and index.
A Look Inside
About the Author
Author Affiliation
Carl Milofsky is an associate professor of sociology at Bucknell University.
Full Text Reviews
Appeared in Choice on 1990-04:
Milofsky, in an excellent analysis of the organizational variables that influence the practice of school psychology, opens with a careful examination of how school psychologists participate in the process of intelligence testing. The data clearly reveal that black children are tested in one third the time that white children are. The time difference devoted to test administration represent two competing philosophies about the nature and practice of intelligence testing. Milofsky proceeds to detail the organizational differences in suburban and urban schools that impact on the practice of school psychology. Urban settings seem to produce and/or attract those psychologists who see their primary client as the school bureaucracy, a practice resulting in a hurried and sterile treatment of the largely minority student populations. In the suburban setting, on the other hand, the school psychologist is more likely to see the client as the student and, therefore, looks for ways to ensure that the institution best serves this largely white student clientele. This review of the role of the school psychologist within an organizational bureaucracy is a model for the possible outcomes for other professionals who work under similar conditions. Graduate audiences. S. B. Graves Hunter College, CUNY
This item was reviewed in:
Choice, April 1990
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Main Description
Carl Milofsky studies the organizational dilemmas that confront school psychologists and the strategies they employ to work effectively in schools. He looks closely at the process of intelligence testing, showing that important racial differences exist in the testing of black as opposed to white children. He finds that psychologists spend two to three times longer testing white children than black children. He argues that since test scores are not objective measures that can be interpreted quickly, the time spent in testing is very important. He explains these differences as a product of organizational differences in urban and non-urban schools. Urban school psychologists define their role passively and narrowly; they think of themselves as bureaucrats, and as a result urban children are more likely to receive hurried, often careless testing. Suburban psychologists often have a different sense of their job. They think of themselves as professionals who serve children and defend them against an irrational, coercive organization.
Table of Contents
List of Figuresp. ix
List of Tablesp. x
Acknowledgmentsp. xi
Introduction: Intelligence Testing and Race in the Public Schoolsp. 1
The Role of the School Psychologistp. 27
One Psychologist's Dayp. 44
Activism versus Formalism in School Psychologyp. 71
The Strategy of School Psychologyp. 90
Work Orientation and Testing Patternsp. 124
How Organization Affects Psychologists' Work Orientationp. 146
The Diffusion of Responsibility in School Psychologyp. 174
Mail Questionnaire for the Illinois School Psychology Projectp. 195
Notesp. 231
Bibliographyp. 253
Indexp. 263
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