Bell Curve

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xxiiPrefacePrefacexxiiisional schools, regardless of their parents' wealth. After they completetheir education, they enter fulfilling and prestigious careers. Their incomescontinue to rise even when income growth stagnates for everyoneelse. By their maturity, these fortunate ones commonly havesix-figure incomes. Technology works in their behalf, expanding theiroptions and their freedom, putting unprecedented resources at theircommand, enhancing their ability to do what they enjoy doing. And asthese good things happen to them, they gravitate to one another, increasinglyenabled by their affluence and by technology to work togetherand live in one another's company-and in isolation fromeverybody else.In the other group, life gets worse, and its members collect at the hottomof society. Poverty is severe, drugs and crime are rampant, ancl thetraditional family all but disappears. Economic growth passes them by.Technology is not a partner in their lives but an electronic opiate. Thcylive together in urban centers or scattered in rural backwaters, hilt theirpresence hovers over the other parts of town and countryside as well,creating fear and resentment in the rest of society that is seldom openlyexpressed hut festers nonetheless.Pressures from these contrasting movements at the opposite ends ofsociety put terrific stress on the entire structure. The mass of the nationbelongs to neither group, but their lives are increasingly shaped hy thepower of the fortunate few and the plight of the despairing few. The culture'ssense of what is right and wrong, virtuous and mean, attainableand unattainable-most important, its sense of how people are ta livetogether-is altered in myriad ways. The fragile web of civility, mutualregard, and mutual obligations at the heart of any happy society beginsto tear.In trying to think through what is happening and why and in tryingto understand thereby what ought: to be done, the nation's social scientistsand journalists and politicians seek explanations. They examinechanges in the economy, changes in demographics, changes in the culture.They propose solutions founded on better education, on more andbetter jobs, on specific social interventions. But they ignore an underlyingelement that has shaped the changes: human intelligence-theway it varies within the American population and its crucially changingrole in our destinies during the last half of the twentieth century. Totry to come to grips with the nation's problems without understandingthe role of intelligence is to see through a glass darkly indeed, to gropewith symptoms instead of causes, to stumble into supposed remedies thathave no chance of working.We are not indifferent to the ways in which this book, wrongly construed,might do harm. We have worried about them from the day weset to work. But there can be no real progress in solving America's socialproblems when they are as misperceived as they are today. Whatgood can come of understanding the relationship of intelligence to socialstructure and public policy? Little good can come without it.
AcknowledgmentsThe first thing that made this book possible was our good fortune in beingwhere we are-Harvard University and the American Enterprise Institute.Different as they are in many ways, these two splendidinstitutions gave us a gift that is too often taken for granted: freedomand support to pursue our inquiries wherever they took us.For learned and often creative advice for dealing with methodologicalissues, our thanks go to James Heckman, Derek Neal, Robert Rosenthal,Donald Rubin, Christopher Winship, and the Harvard PsychologyDepartment's Seminar on the Analysis of Psychological Data. The staffof the Center for Human Resource Research-Paula Baker must be sin+gled out-were unfailingly ready to answer our questions about the intricaciesof the National Longitudinal Survey of Youth. In the world ofpsychometrics and testing, we benefited especially from the advice ofRobert Forsyth, Arthur Jensen, Richard Lynn, Len Ramist, MalcolmRee, and Frank Schmidt. Others who have read chapters or listened tous try to explain what we're up to and then have offered advice, or atleast raised their eyebrows usefully, are Douglas Besharov, EileenBlumenthal, John Bunzel, John DiIulio, Christopher DeMuth, DavidEllwood, Richard Epstein, Ronald Haskins, James Herrnstein, KarlHess, Michael Horowitz, Fred Jewett, Michael Joyce, Cheryl Keller,Robert Klitgaard, Irving Kristol, Richard Larry, Marlyn Lewis, GlennLoury, Harvey Mansfield, Frank Miele, Michael Novak, Warren Reed,Daniel Seligman, Irwin Stelzer, Joan Kennedy Taylor, Abigail Them.strcrm, Daniel Vining, Dean Whitla, James Wilson, and Douwe Yntema.Along with some of those already mentioned, John Bishop, Philip Cook,George Borjas, Robert Frank, Sandra Scarr, and Richard Weinberg providedus with drafts of their ongoing work that filled in missing piecesof the puzzle.We took unblushing advantage of the energy and good nature of researchassistants, with Kris Kirby and Ira Carnahan taking on some hugetasks early in the work, followed by the invaluable help of Kristin
Page 1 and 2: L ,THEIntelligence and Class Struct
Page 3 and 4: THE BELL CURVEIntelligence and Clas
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1 10 The Emergence of a Cognitive E
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118 Cognitive Classes and Social Be
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e begin with poverty because it has
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Chapter 10ParentingEveryone agrees,
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210 Cognitive Chses and Social Beha
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Chapter 11CrimeAmong the most firml
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262 Cognitive CClses and Social Beh
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266 Cognitive Chses and Social Behi
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270 The National Context Ethnic Dif
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278 The Nationul Contextsample (6,5
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290 The National Context(that appar
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294 The Naticmal Context Ethnic Dif
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386 The National ContextWe must add
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390 Living Together Raising Cogniti
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406 Living to get he^IQ gains attri
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Chapter 19Affirmative Action in Hig
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450 Living Together Affirmutive Act
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462 LivingTogether Affirmative Acti
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Affirmative Action in Higher Educat
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Chapter 20Affirmative Action in the
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5 10 Living Together The Way We Are
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526 Living Togetherwill be an overr
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530 Living Together A Place for Eve
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554 Appendix 1 Appendix 1 555Tape a
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5 58 Appendix 1 Appendix 1 559Stand
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5 62 Appendix 1 Appendix 1 563The n
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566 Appendix 1 Appendix I 567Why ar
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570 Appendix 2 Appendix 2 5 7 1SCOR
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5 74 Appendix 2 Appendix 2 575and o
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Appendix 3Technical Issues Regardin
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582 Appendix 3 Appendix 3 583The na
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586 Appendix 3rescored the AFQT to
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594 Appendix 4 Appendix 4 595The si
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598 Appendix 4 Appendix 4 599Basic
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602 Appendix 4 Appendix 4 603The Hi
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606 Appendix 4 Appendix 4 607Parame
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6 10 Appendix 4Parameter EstimatesT
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6 14 Appendix 4 Appendix 4 6 15Home
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618 Appendix 4 Appendix 4 619Basic
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622 Appendix 4CHAPTER 12: CIVILITY
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626 Appendix 5 Appendix 5 627If for
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630 Appendix 5 Appendix 5 63 1A pre
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634 Appendix 5 Appendix 5 63 5that
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638 Appendix 5 Appendix 5 639the SA
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642 Appendix 5 Appendix 5 643gap in
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Appendix 6 647Because ~Age, zAFQT,
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Table 3 Expected Probabilities for
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Appendix 7The Evolution of Affirmat
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658 Appendix 7 Appendix 7 659educat
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662 Appendix 7 Appendix 7 663furthe
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sis, incorporating a broad range of
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BibliographyAhrahamse, A. F., Morri
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Bibliography 7 79Aelmont, L., Stein
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782 Bibliography Bibliography 783Br
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Bibliography 787Collins, J. W. 1992
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798 BibliographyHogan, D. P., and K
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Bibliography 83 1Weitzman, R. A. 19
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834 IndexBlack and white difference
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Index 839Fertility, differential, 3
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Index 843Ogbu, John, 307Osbom, Fred
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"This book is about differences in
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