1. Culture: Sternberg, Gardner and others believe intelligence must be understood within the context of one's culture. What's intelligent in one culture may not be in another
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2. Different socio-cultural and ethnic groups sometimes emphasize different skills. e.g. some Anglos - academics and some Latinos - social competence. Some people might be smart in an academic environment, but not in a business environment.
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3. This cognitive developmental theory focuses on the development of intelligence of (predominantly white, middle class male) college students. The college environment challenges students and through coming to grips with these challenges students restructure their thinking, their identity and their lives - how they find personal meaning for their role in the world (King, 1978). Wm. Perry (1970) studied male undergraduates at Harvard and examined how students' thinking developed during and through their college years.
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4. Belenky, Clinchy, Goldberger and Tarule (1986), who were influenced by Perry's research and theory, conducted a similar study with women - white, minority, and both college and noncollege (urban, rural and suburban). They were concerned with why women students often reported problems or gaps in their learning and doubted their intellectual competence. Their results showed that women did not fit neatly into Perry's categories and therefore developed their own categories to better account for women's intellectual development.
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5. Language barriers frequently result in misclassifying non or limited standard English speakers as mentally inferior. In special education this is sometimes referred to as the "6 hour retardant" because it is only for the 6 hours that students are in school that they are considered mentally retarded. The rest of the time they are recognized to have normal intelligence.
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