Educability-and-Group-Differences-1973-by-Arthur-Robert-Jensen

Recommendations

Info

Preface 11 we have all known it at one time or another, at least if we are not identified with a minority group. The overt ideological racists, of course, feel no guilt; the anti-racists (or as Raymond Cattell calls them, the ‘ignoracists’), whose thinking is fundamentally the same but is morally unacceptable to them, experience feelings of guilt. Racism shows up in blatant forms among avowed racists, who would deny equal civil rights and opportunities in education and employment and housing on the basis of racial origin. But racism also shows up in many more subtle forms; it leads the ignoracists unconsciously to attribute traits to individuals which they do not actually possess, and also dogmatically to deny certain group characteristics or differences which may in fact exist. Then there is counter-racism, which some ignoracists seem to condone, although it is nothing other than the racism and chauvinism of minority groups who have historically been victimized by the racism of the majority. And two wrongs, we know, only make a bigger wrong. The racists may be popularly perceived as the ‘bad guys’ and the ignoracists as the ‘good guys’, but in principle they are much the same: they are both equally wrong and in the long run probably equally harmful. The solution, I repeat, is to think more genetically. The problem on both sides is fundamentally a matter of ignorance, the cure for which is a proper education about genetics. Since one picture is worth a thousand words, let me illustrate just one of the contrasts between popular misconception and genetic fact, with a couple of simple diagrams devised by geneticist Ching Chun Li (1971). The upper diagram shows the popular conception of the genetic relationship between two generations in a population which has been stratified in terms of some polygenic trait having this distribution of values in the population. To make the illustration even more cogent, imagine that the divisions of the trait are perfectly coincident with some extrinsic classification such as social class. Note the lines of direct descent, from the parent generation to the offspring generation. Now, something closely approximating this could actually occur if the trait in question had zero heritability, i.e., if none of the trait variance was attributable to variance in genotypes. Then, if the environments of these ‘classes’ differ sharply, and there are no genetic influences involved in the total variance, then we would see the realization of this non-genetic picture in which ‘like begets like’.
1 4 16 24 16 ^ I 1 2 1 2 6 6 2 1610 61 2 6 6 2 1 2 1 Figure P.l Wrong and correct conceptions of intergenerational inheritance. (From Li, 1971.)
Page 1 and 2: Educability & Group Differences Art
Page 3 and 4: THE AUTHOR Since 1957 Dr. Arthur R.
Page 5 and 6: Ediicability and Group ^
Page 7 and 8: To the memory of Sir Cyril Burt e d
Page 9 and 10: List o f Tables 3.1 Correlations am
Page 11 and 12: 17.3 Theoretical regression lines b
Page 13 and 14: 2 Educability and Group Differences
Page 21: 10 Educability and Group Difference
Page 25 and 26: 14 Educability and Group Difference
Page 39 and 40: Subpopulation differences in educab
Page 53 and 54: 2 Current technical misconceptions
Page 73 and 74:
62 Educability and Group Difference
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
j Intelligence and educability Educ
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Table 3.1 Correlations (decimals om
Page 93 and 94:
Table 3.3 Correlations (decimals om
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
100 Educability and Group Differenc
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
7 Race differences in intelligence
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Page 213 and 214:
8 Multiple and partial correlation
Page 215 and 216:
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Page 223 and 224:
Page 225 and 226:
Page 227 and 228:
Page 229 and 230:
Page 231 and 232:
Page 233 and 234:
Page 235 and 236:
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
Page 245 and 246:
Page 247 and 248:
Page 249 and 250:
Page 251 and 252:
Page 253 and 254:
Page 255 and 256:
244 Educabilty and Group Difference
Page 257 and 258:
Page 259 and 260:
Page 261 and 262:
Page 263 and 264:
Page 265 and 266:
Page 267 and 268:
Page 269 and 270:
Page 271 and 272:
14 Teacher expectancy Credence in t
Page 273 and 274:
Page 275 and 276:
Page 277 and 278:
Page 279 and 280:
Page 281 and 282:
Page 283 and 284:
Page 285 and 286:
Page 287 and 288:
Page 289 and 290:
Page 291 and 292:
Page 293 and 294:
Page 295 and 296:
Page 297 and 298:
Page 299 and 300:
Page 301 and 302:
Page 303 and 304:
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Page 315 and 316:
Page 317 and 318:
Page 319 and 320:
Page 321 and 322:
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337 and 338:
Page 339 and 340:
Page 341 and 342:
ig Physical environment and mental
Page 343 and 344:
Page 345 and 346:
Page 347 and 348:
Page 349 and 350:
Page 351 and 352:
Page 353 and 354:
Page 355 and 356:
Page 357 and 358:
Page 359 and 360:
Page 361 and 362:
Page 363 and 364:
20 Recapitulation The study of abil
Page 365 and 366:
Page 367 and 368:
Page 369 and 370:
Page 371 and 372:
Page 373 and 374:
Page 375 and 376:
Page 377 and 378:
Appendix on Heritability Heritabili
Page 379 and 380:
Page 381 and 382:
Page 383 and 384:
Page 385 and 386:
Page 387 and 388:
References a in s w o r t h , m . d
Page 389 and 390:
Page 391 and 392:
Page 393 and 394:
Page 395 and 396:
Page 397 and 398:
Page 399 and 400:
Page 401 and 402:
Page 403 and 404:
Page 405 and 406:
Page 407 and 408:
Page 409 and 410:
398 Author Index Davis, A., 300 Dea
Page 411 and 412:
400 Author Index Nichols, R. C., 10
Page 413 and 414:
Author Index 401 Warren, B. L., 120
Page 415 and 416:
cultural deprivation, 258 culture-b
Page 417 and 418:
Making Xs Test of speed and persist
Page 419 and 420:
Stanford-Binet Intelligence Scale,
show all

Educability-and-Group-Differences-1973-by-Arthur-Robert-Jensen

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?