This article investigates National Defense Education Act and National Defense Education Act-related calls in the late 1950s for the training of guidance counselors, an emergent profession that was to play an instrumental role in both the measuring and placement of students in schools by “intelligence” or academic “ability”. In analyzing this mid-century push for more guidance counseling in schools, this article will first explore a foundational argument for the fairness of intelligence testing made by Educational Testing Service psychometrician William Turnbull in 1951, and then later taken up and employed by other National Defense Education Act-era advocates of testing and grouping. Secondly, this analysis will proceed to National Defense Education Act expert testimony, examining here assertions of the necessity of guidance counseling in schools, and an emergent and shared vision articulating the role guidance counseling was supposed to play in school life. A pattern or structure to this vision emerges here. According to its advocates, guidance counseling would not only inform the self-understanding of the measured individual, but it would also work to condition the ideology of individual intelligence across numerous layers of social life around the student: through peer group, through teachers and school administrators, and finally through home, family, and the wider community.

中文翻译：

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20 世纪中叶美国的指导咨询：测量、分组和智能自我的形成

本文调查了 1950 年代后期与国防教育法和国防教育法相关的关于培训辅导员的呼吁，辅导员是一种新兴职业，通过“智力”在衡量和安排学生入学方面发挥重要作用。或学术“能力”。在分析本世纪中叶在学校进行更多指导咨询的推动时，本文将首先探讨教育考试服务中心心理测量学家威廉特恩布尔于 1951 年提出的智力测试公平性的基本论点，后来被其他国防部门采纳和雇用。教育法案时代的测试和分组倡导者。其次，该分析将继续进行《国防教育法》专家证词，在此审查关于学校指导咨询必要性的断言，一个新兴的、共同的愿景阐明了指导咨询应该在学校生活中发挥的作用。这种愿景的模式或结构在这里出现。根据其倡导者的说法，指导咨询不仅可以告知被测量个体的自我理解，而且还可以在学生周围的社会生活的各个层面上调节个体智力的意识形态：通过同伴群体、通过教师和学校行政人员，最后通过家庭、家庭和更广泛的社区。