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

Accentuated Environmental Inequalities 253
note that Orientals, who in Coleman’s study scored higher than
any other groups in non-verbal and mathematical abilities, have
the highest index figures in accounting, architecture, engineering,
and natural sciences. Negroes, who were lowest in non-verbal
abilities and relatively higher in verbal, show the lowest indices
for professions involving spatial and quantitative abilities, such as
architecture and engineering, and are most heavily represented
in such verbal professions as school teaching and the clergy.
If prejudice and discrimination are more important than abilities
in determining a group’s representation among the professional
classes, then it should be puzzling that two minorities - the
Japanese and Chinese - who have also been subject to discrimination
and other social disadvantages in the United States should
have considerably higher indices than the white majority. The
group labeled white in Table 12.2 includes Jews, whose separate
overall average is an index of 282, which is by far the highest, and
nearly triple the index for non-Jewish whites, although Jews have
experienced prejudice and social discrimination. The figures of
Table 12.2 lend support to the popular characterization of Jews
and Orientals as America’s intellectual elite. The reasons, undoubtedly
complex, probably involve selective migration, selective
and assortative mating patterns, differential job opportunities and
other associated genetic and cultural factors.
NOTES
1. The environmental variables were: (1) reading material in home,
(2) items in home (cultural amenities), (3) structural integrity of
home, (4) foreign language in home, (5) preschool attendance, (6)
encyclopedia in home, (7) parents’ education, (8) time spent on
homework, (9) parents’ educational desires for child, (10) parents'
interest in school work, (11) child’s self-concept (self-esteem), (12)
child’s interest in school and reading.
2. The largest and methodologically most thorough study of this
question showed that racial composition of the classroom of itself
had no effect on IQ (Wilson, 1967).
3. If from a normal distribution, with mean = 0, o = 1, a segment of
the distribution lying between two points on the abscissa, z t and z2,
is eliminated, the resulting mean (Xs) of the eliminated segment is: