Bell Curve

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Socioeconomic status (SES)black and white differences andin income, 329-325in IQ, 286288college graduates and, 151-153crime and, 248-250divorce probability and, 174-1 75educational attainment: see Educationalattainmentemployment problems and, 158-166ethnic differences in, 274-275illegitimacy and, 182-183, 186,188-189low-birth-weight infants and, 215,216marriage and, 112, 172-174parenting and, 205-210,222-223,229-232.230-232political socialization of children and,257poverty and, 130-137,139-142,218-220school dropouts and, 147-151voting behavior and, 258-259welfare dependency and, 195-201Socioeconomic stratificationeducational stratification and, 30heritability of IQ and, 105-1 10Hemstein's syllogism and, 10, 105,108-110residential segregation and, 104-105Sowell, Thomas, 363,430Spearman, Charles, 2-4, 14, 15Spearman's hypothesis, 301-304,631,636Spuhler, J. N., 310Standard deviationscomputation of, 555-556defined, 44,557-558normal distribution and, 44, 557-558Standard scores, 556Stanford-Binet IQ test, 5, 7, 290,308Statistics, 553-567correlation coefficient, 2-3,6749,561-564dependent variable, 122factor analysis, 3-4, 18-19,680-683frequency distributions, 553-555independent variable, 122median overlap, 4849meta-analysis, 7 1-73normal distribution, 44, 556-558regression analysis: see Regressionanalysisregression to the mean, 357restriction of range, 68-69standard deviations: see Standard deviationsvalidity, 72-75,81,8+-87Sternberg, Robert, 16, 17Stevenson, Harold, 274,300,437Sutherland, Edwin, 241System of Multicultural Pluralistic Assessment(SOMPA), 304-306TALENT, 1 18-1 19, 146,423Teacher competency examinations,493-494Terman, Lewis, 5, 7,57, 162Test bias, 12,280-286,625-637external evidence of, 280-281,483484,625630internal evidence of, 281-282item bias, 630-633situationalcoaching, 633-635examiner bias, 635language difficulties, 282, 636,637motivation to try, 282-284practice effects, 633-63 5test anxiety, 635"uniform background," 285-286Test validity: see Validity, testThurstone, Louis, 15Transracial adoption study, 309-3 10Underclassattitudes of cognitive elite toward,521,523custodial state scenario and, 523-526spatial concentration and, 522, 524white, emerging, 520-52 1Unemployment, 163-1 65educational attainment and, 164-165ethnic differences in, 327-329low-IQ prevalence and, 374375socioeconomic status vs. 1Q and,163-165Uniform Guidelines on Employee SelectionProcedures, 485, 486, 490,660-662University of California at Berkeley, 43,453-455Un~versity of Virginia, 453-454Validity, testjob productivity and, 72-75,81,8447,658,660,661test hias and, 280-281,483484,625-630Valued places in society, 535-540Van Court, Marian, 347Variahles, 122Verha, Sidney, 259, 260Verhal skills, 300-301, 422423.425429,43 1,433,443Vernon, Philip, 15, 273, 300-301Vincent, Ken, 290Vining, Daniel, Jr., 347Voss, Harwin, 250Voting behavior, 255, 258-263educational attainment and, 259-2611Q and, 261-262socioeconomic status and, 258-259Wages: see IncomeWards Cove Packing Co . , Inc , v. Atonio( 1989), 666467Washington, George, 53 1Wechsler, David, 6-7Wechsler Adult Intelligence Scale(WAIS), 7,151-152,290Wechsler Intelligence Scale for Children(WISC), 7,275,302,303Weikart, David, 404Weinberg, Richard, 309-3 10Welfare dependency, 191-201child abuse and, 209chronic, 194, 196-199by cognitive class, 193-195developmental problems and, 229educat~onal attainment and, 193,196-197,198-199ethnic differences in, 331-332home environment for child developmentand, 223-224illegitimacy and, 186-187, 188-190low-IQ prevalence and, 376-377probabilities after birth of first child,195-196socioeconomic status and, 195-201trends in, 192-193Westinghouse Science Talent Search,42-43White, T. H., 532-533Wilson, James Q., 543Wilson, William Julius, 522Wolfinger, Raymond, 258, 259Wonderlic Personnel Test, 504Young, Leontine, 213
"This book is about differences in intellectual capacityamong people and groups, and what those differencesmkan for ~merica's future. The relationships we willbe discussing are among the most sensitive in contem-porary America-sosensitive that hardly anyone writesor talks about them in public. It is not for lack of infor-mation, as you will see."66To try to come to grips with the nation's problemswithout understanding the rble of intelligence is to seethrough a glass darkly indeed; to grope with symptomsinstead 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 worriedabout them from the day we set to work. But there canbe no red progress in solving America's social problemswhen they are as misperceived as they are today. Whatgood can come of understanding the relationship ofintelligence to social structure and public policy? Littlegood can come without it."CURRENT AFFAIRS
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L ,THEIntelligence and Class Struct
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THE BELL CURVEIntelligence and Clas
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There is a most absurd and audaciou
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viiiContentsContentsix8 Family Matt
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xii List of Illustrations List of I
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List of TablesOverlap Across the Ed
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xxNote to ReaderRegarding those pes
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AcknowledgmentsThe first thing that
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2 Introduction Introduction 3Heredi
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6 Introduction Introduction 7Critic
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10 Introduction Introduction 1 1The
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14 Introduction Introduction 15trov
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1 8 Introduction Introduction 19nit
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Introduction 23Idiot Savants and Ot
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26 The Emergence of a Cognitive Eli
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30 The Emergence ofa Cognitive Elit
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Chapter 3The Economic Pressureto Pa
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7 0 The Emergence of a Cognitive El
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Chapter 4Steeper Ladders, Narrower
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94 7% Emergence of a Cognitive Elit
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102 The Emergence of a Cognitive El
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106 The Emergence of a Cognitive El
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1 10 The Emergence of a Cognitive E
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1 14 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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162 Cognitive CClses and Social Beh
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166 Cognitive Chses and Soclal Beha
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1 74 Cognitive Classes and Social B
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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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238 Cognitive Chses and Social Beha
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250 Cognitive Chqses and Social Beh
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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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3 10 The National Context Ethnic Di
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3 1 4 The National Context Ethnic D
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3 18 The National Context Ethnic ln
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322 The National Context Ethnic ine
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3 26 The National Context Ethnic In
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330 The National Context Ethnic lne
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334 The National Context Ethnic Ine
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338 The National Context Ethnic Ine
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342 The National Context The Demogr
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350 The National Context The Demoqa
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3 58 The National Context The Demog
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362 The Nanonal Context Tlw Demogra
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3 66 The National Context The Demog
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3 70 The National Context Social Be
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374 The National Context Social Beh
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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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4 10 Living Together Raising Cognit
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4 1 4 Living Together Raising Cogni
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4 18 Living Together The Leveling o
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426 Living Together The Leveling of
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Chapter 19Affirmative Action in Hig
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450 Living Together Affirmutive Act
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454 Living Toge tkr Affirmative Act
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45 8 Living Together Affmtilve Acti
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462 LivingTogether Affirmative Acti
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Affirmative Action in Higher Educat
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470 Living Together Affimtive Actio
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474 Living Together Affirmative Act
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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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5 2 2 Living Together The Way We Ar
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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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53 8 Living Together A Place for Ev
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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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590 Appendix 3 Appendix 3 5 9 1inde
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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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666 Notes to pages 15-23 Notes to p
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686 Notes to pages 101 -1 08 Notes
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690 Notes to pages 128-1 29 Notes t
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694 Notes to pages 145-1477. These
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698 NotestopagesJ62-165party were g
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702 Notes to pages 186-195 Notes to
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706 Notes to pages 2 1 2-2 14 Notes
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7 10 Notes to pages 237-242 Notes t
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722 Notes to page 294ten points beh
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726 Notes to pages 303-30494. The c
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sis, incorporating a broad range of
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734 Notes to pages 346-34920. Maxwe
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738 Notes to pages 356-357 Notes to
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Page 403 and 404: BibliographyAhrahamse, A. F., Morri
Page 405 and 406: Bibliography 7 79Aelmont, L., Stein
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Page 409 and 410: Bibliography 787Collins, J. W. 1992
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Page 415 and 416: 798 BibliographyHogan, D. P., and K
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Page 431 and 432: Bibliography 83 1Weitzman, R. A. 19
Page 433 and 434: 834 IndexBlack and white difference
Page 435 and 436: Index 839Fertility, differential, 3
Page 437: Index 843Ogbu, John, 307Osbom, Fred
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