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

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Preface 27 The paramount need is not equality of educational opportunity, but diversity. According to his own innate potentialities, each child should, in an ideal system, be provided with the peculiar types of opportunity that can best minister to his needs. (Burt, 1969.) June, 1972 Arthur R. Jensen Institute of Human Learning University of California Berkeley, California
Subpopulation differences in educability Many educators and social scientists have either shunned or denigrated questions and evidence pertaining to the genetic aspect of intelligence and educability, often from fear that such discussion would move out of the safe realm of individual differences and inevitably impinge on the sorely charged preeminent problem of the current education scene - subpopulation differences in educability. The purpose of this book is to face this issue as squarely as possible. What is the connection, if any, between the heritability of individual differences in intelligence and the heritability of subpopulation differences And what is the connection between intelligence and educability These are the key questions which underlie nearly all the serious discussions stimulated by my article ‘How much can we boost IQ and scholastic achievement’ (Jensen, 1969a). Before proceeding another step, some quick definitions are in order for those who are not yet familiar with the terminology of this debate. The term heritability1 refers to the proportion of the total variance2 of a measurable characteristic (e.g. intelligence) in a population which is attributable to genetic factors. Educability is the ability to learn the traditional scholastic subjects under conditions of ordinary classroom instruction. Educability is much narrower in scope than the more general term learning ability, and neither term is entirely synonymous with intelligence. It will pay to keep these distinctions clear; they are explicated later on. Subpopulation has the advantage of being a theoretically neutral
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 and 22: 10 Educability and Group Difference
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Page 37: 26 Educability and Group Difference
Page 53 and 54: 2 Current technical misconceptions
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78 Educability and Group Difference
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Table 3.1 Correlations (decimals om
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Table 3.3 Correlations (decimals om
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100 Educability and Group Differenc
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7 Race differences in intelligence
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8 Multiple and partial correlation
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244 Educabilty and Group Difference
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14 Teacher expectancy Credence in t
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ig Physical environment and mental
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20 Recapitulation The study of abil
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Appendix on Heritability Heritabili
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References a in s w o r t h , m . d
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398 Author Index Davis, A., 300 Dea
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400 Author Index Nichols, R. C., 10
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Author Index 401 Warren, B. L., 120
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cultural deprivation, 258 culture-b
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Making Xs Test of speed and persist
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Stanford-Binet Intelligence Scale,
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