How Skewed Is" the Bell Curve"?
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SOHASKY-DISSERTATION-2017.Pdf (2.074Mb)
DIFFERENTIAL MINDS: MASS INTELLIGENCE TESTING AND RACE SCIENCE IN THE TWENTIETH CENTURY by Kate E. Sohasky A dissertation submitted to the Johns Hopkins University in conformity with the requirements for the degree of Doctor of Philosophy. Baltimore, Maryland May 9, 2017 © Kate E. Sohasky All Rights Reserved ABSTRACT Historians have argued that race science and eugenics retreated following their discrediting in the wake of the Second World War. Yet if race science and eugenics disappeared, how does one explain their sudden and unexpected reemergence in the form of the neohereditarian work of Arthur Jensen, Richard Herrnstein, and Charles Murray? This dissertation argues that race science and eugenics did not retreat following their discrediting. Rather, race science and eugenics adapted to changing political and social climes, at times entering into states of latency, throughout the twentieth century. The transnational history of mass intelligence testing in the twentieth century demonstrates the longevity of race science and eugenics long after their discrediting. Indeed, the tropes of race science and eugenics persist today in the modern I.Q. controversy, as the dissertation shows. By examining the history of mass intelligence testing in multiple nations, this dissertation presents narrative of the continuity of race science and eugenics throughout the twentieth century. Dissertation Committee: Advisors: Angus Burgin and Ronald G. Walters Readers: Louis Galambos, Nathaniel Comfort, and Adam Sheingate Alternates: François Furstenberg -
Black-White Differences on IQ and Grades: the Mediating Role of Elementary Cognitive Tasks Bryan Pesta Cleveland State University, [email protected]
Cleveland State University EngagedScholarship@CSU Business Faculty Publications Monte Ahuja College of Business 2008 Black-White Differences on IQ and Grades: The Mediating Role of Elementary Cognitive Tasks Bryan Pesta Cleveland State University, [email protected] Peter J. Poznanski Cleveland State University, [email protected] Follow this and additional works at: https://engagedscholarship.csuohio.edu/bus_facpub Part of the Organizational Behavior and Theory Commons How does access to this work benefit oy u? Let us know! Publisher's Statement NOTICE: this is the author’s version of a work that was accepted for publication in Intelligence/ Science Direct. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Intelligence/ Science Direct, 36, 4, (2008); 10.1016/j.intell.2007.07.004 Original Published Citation Pesta, B., Poznanski, P. (2008). Black-White Differences on IQ and Grades: The eM diating Role of Elementary Cognitive Tasks. Intelligence/ Science Direct, 36(4), pp. 323-329. This Article is brought to you for free and open access by the Monte Ahuja College of Business at EngagedScholarship@CSU. It has been accepted for inclusion in Business Faculty Publications by an authorized administrator of EngagedScholarship@CSU. For more information, please contact [email protected]. shared by variance in IQ. The direction of causality, performance on jobs where the public's safety might be however, and whether third variables explain the at risk (e.g., fire fighters; see te Nijenhuis & van der relationship, remain empirical questions. -
“Scientific” Racism and the Evidence on Race and Intelligence
ANDREW M. COLMAN 'Scientific' Racism and the Evidence on Race and Intelligencea In his recent book, Race, Intelligence and Education,b H. J. Eysenck has written: 'I would be prepared to assert that experts (real experts, that is) would agree with at least 90 per cent of what I am going to say-probably the true figure would be a good deal higher, but there is no point in exaggerating' (p. 15). The major thesis which his book sought to establish was that 'all the evidence to date suggests the strong and indeed over whelming importance of genetic factors in producing the great variety of intellectual differences which we observe in our culture, and much of the difference observed between certain racial groups' (p. 130). This latter assertion is demonstrably false, as will become apparent, since 'all the evidence to date' does not speak with one voice. The thesis contains two latent propositions: (a) that intellectual differences among people in our culture are overwhelmingly determined by genetic factors, and (b) that the 15-point mean I.Q. gap between black and white Americans is largely determined by genetic factors. This paper centres on the second proposi tion, which (as will be demonstrated) is logically and empirically inde pendent of the first, although the vital distinction has recently been blurred by A. R. Jensen (1969)C and subsequently by Eysenck in the quotation above, and throughout his book, which draws heavily on Jensen's controversial paper. Eysenck's claims concerning the consensus of the 'experts' have been widely interpreted as implying that there is general agreement with him on the crucial second proposition concerning race and intelligence. -
Indigenous Capitalist Class, Social Stratification and Life Chances in the Contemporary Nigeria Society
Public Policy and Administration Research www.iiste.org ISSN 2224-5731(Paper) ISSN 2225-0972(Online) Vol.4, No.7, 2014 Indigenous Capitalist Class, Social Stratification and Life Chances in the Contemporary Nigeria Society Oladele A. Adeleke 1* , Rasak Bamidele 2, Rasaq Omokeji, Ganiyu 3 1.Department of Sociology, Olabisi OnabanjoUniversity, Ago-Iwoye, Ogun State E-mail: [email protected] 2.Department of Sociology and Psychology,Fountain University Osogbo, Osun State E-mail:[email protected] 3.Department of Sociology, Fountain University, Osogbo, Osun State E-mail: [email protected] Abstract The life styles associated with people in the same class categories include, among other things, particularly orientations to manners, speech, clothing styles, education and especially, ‘Success’. There is a tendency for people with similar styles to participate together in both formal and informal groups, to marry one another, and to choose activities that reflect their similar value orientations. Social stratification draws attention to the unequal positions occupied by individuals in society. Social inequality is found in all societies. Therefore, this paper is to examine social stratification, life chances in relation to indigenous capitalist class in Nigeria. This study will be guided by the Weberian perspective of social stratification. Keywords: Social Stratification, Indigenous Capitalist Class, Life Chances, Social Inequality and Social Mobility Introduction In every human society, there are inequalities even in the smallest culture, where variations in wealth or property virtually none existent, there are inequalities between individuals, men and women, the young and the old. A person may have a higher status than others because of particular prowess at hunting for instance or because he/she is believed to have special access to ancestral spirits. -
Beyond an Underclass: an Essay on Up-Front Politics
The Journal of Sociology & Social Welfare Volume 20 Issue 1 March Article 3 March 1993 Beyond An Underclass: An Essay on Up-Front Politics Paula L. Dressel Georgia State University Jeff Porterfield Georgia State University Follow this and additional works at: https://scholarworks.wmich.edu/jssw Part of the Politics and Social Change Commons, and the Social Work Commons Recommended Citation Dressel, Paula L. and Porterfield, Jeff (1993) "Beyond An Underclass: An Essay on Up-Front Politics," The Journal of Sociology & Social Welfare: Vol. 20 : Iss. 1 , Article 3. Available at: https://scholarworks.wmich.edu/jssw/vol20/iss1/3 This Article is brought to you by the Western Michigan University School of Social Work. For more information, please contact [email protected]. Beyond An Underclass: An Essay on Up-Front Politics PAULA L. DRESSEL & JEFF PORTERFIELD Georgia State University Department of Sociology Debate about underclass conceptualization has once again forced sociol- ogists to acknowledge the political context and implications of our work. This article extends the criticalexamination of underclass conceptualiza- tion to relatively undeveloped but politically important areas of concern. Initially we discuss the political economic context of conceptual contro- versies surrounding poverty. With a preference for structural analysis, we call for the return of class to economically marginalized people and suggest how that goal might be enhanced by a focus on relations of distribution as well as production. Valuing subjects' vantage points, we recommend how sociologists' work can return agency and diversity to economically marginalized people. Finally, acknowledging the agency of sociologists, we call for greater attention to the implications of our class positions for how we, too, make history, either by intention or default. -
A Race-And-IQ Research Dilemma Abstract Most Researchers
Edugenics: A race-and-IQ research dilemma Abstract Most researchers agree it is socially harmful to research so-called inter-racial IQ variation. Edugenics, an emerging educational technology, may do social harm by racialising education: We cannot know if it will without researching so-called inter-racial IQ variation. Edugenics Behavioural geneticists research human trait variation. Following the mapping of the human genome, researchers analyse Genome Wide Association Surveys (GWASs),1 observe how sub-gene data known as Single Nucleotide Polymorphisms (SNPs)2 interact with each other and with the environment, and seek to discern polygenic effects in humans.3 Some say they are increasingly able to predict, on a probabilistic basis, traits in the individual such as such as IQ4 and GRIT5 which have significant effects upon learning proclivities and other life outcomes. Some of these researchers argue for the application of their research to general education. They advocate the use of universal DNA, supplemented by regular IQ, testing in order to facilitate the creation and maintenance of students’ “personalised learning” programmes.6 Other possible future applications for this technology include human embryo selection7 and genetic engineering.8 This short discussion paper uses the term edugenics to refer to such potential applied research. The term is intended to have a cautionary effect rooted in the principle of dual-use technological risk as employed in defence equipment export regimes.9 The notions of embryo selection and genetic engineering -
The Inheritance of Race Revisited
The Inheritance of Race Revisited: Childhood Wealth and Income and Black–White Disadvantages in Adult Life Chances David Brady,a Ryan Finnigan,b Ulrich Kohler,c Joscha Legewied a) University of California, Riverside; b) University of California, Davis; c) University of Potsdam; d) Harvard University Abstract: Vast racial inequalities continue to prevail across the United States and are closely linked to economic resources. One particularly prominent argument contends that childhood wealth accounts for black–white (BW) disadvantages in life chances. This article analyzes how much childhood wealth and childhood income mediate BW disadvantages in adult life chances with Panel Study of Income Dynamics and Cross-National Equivalent File data on children from the 1980s and 1990s who were 30+ years old in 2015. Compared with previous research, we exploit longer panel data, more comprehensively assess adult life chances with 18 outcomes, and measure income and wealth more rigorously. We find large BW disadvantages in most outcomes. Childhood wealth and income mediate a substantial share of most BW disadvantages, although there are several significant BW disadvantages even after adjusting for childhood wealth and income. The evidence mostly contradicts the prominent claim that childhood wealth is more important than childhood income. Indeed, the analyses mostly show that childhood income explains more of BW disadvantages and has larger standardized coefficients than childhood wealth. We also show how limitations in prior wealth research explain why our conclusions differ. Replication with the National Longitudinal Survey of Youth and a variety of robustness checks support these conclusions. Keywords: racial inequality; wealth; income; intergenerational mobility; stratification; inequality Citation: Brady, David, Ryan AST racial inequalities continue to prevail across the United States. -
X CONTRIBUTIONS to the THEORY of REFERENCE GROUP BEHAVIOR*
x CONTRIBUTIONS TO THE THEORY OF REFERENCE GROUP BEHAVIOR* T IS CHAPTER PROCEEDS on the assumption that there;s two-way traffic between social theory and empirical research. Systematic em pirical materials help advance social theory by imposing the task and by affording the opportunity for interpretation along lines often unpre meditated, and social theory, in turn, defines the scope and enlarges the predictive value of empirical findings by indicating the conditions under which they hold. The systematic data of The American Soldier,! in all their numerous variety, provide a useful occasion for examining the interplay of social theory and applied social research. More particularly, we attempt to identify and to order the fairly numerous researches in The American Soldier which, by implication or by explicit statement, bear upon the theory of reference group behavior. (The empirical realities which this term denotes will presently be con sidered in some detail. It should be said here, however, that although the term "reference group" is not employed in these volumes, any more than it has yet found full acceptance 'in the vocabulary of sociology as distinct from social psychology, reference group concepts play an im portant part in the interpretative apparatus utilized by the Research Branch of the Information and Education Division of the War Depart ment.) At two points, we deal briefly with related subjects which are not, however, part and parcel of reference group theory. We review the statistical indices of group attributes and social structure as variously adopted in these researches, and attempt to indicate, though very briefly and programmatically, the specific value of systematically incorporating such indices in further research. -
ED 108 059 CG 009 876 White IQ Versus Black Intelligence
DOCUMENT RESUME . ED 108 059 CG 009 876 AUTHOR Edwards, Thomas O. TITLE White I.Q. Versus Black Intelligence. PUB DATE [73] NOTE 19p. EDRS PRICE NF -$0.76 BC-$1.58 PLUS POSTAGE DESCRIPTORS Environmental Influences; Heredity;. Intellectual Development; *Intelligence Quotient; *Intelligence Tests; Literature RdViews; *Nature Nurture Controversy; *Negroes; *Racial Differences; Racism IDENTIFIERS *Jensen(Arthur) ABSTRACT This paper discusses the nature-nurture controversy concerning the origins mental abilities. Specifically, the author looks at the viewpoint ofrthur Jensen and critically examines his work. This paper presents anverview of Jensenes position followed by a discussion of shortcoming ,411 his methodology and research techniques. The author severely criticizes Jensen's failure to define terms to reduce ambiguity. The paper then critically describes Jenseneseliance on present intelligence testing methods. The manner in which ,ensen uses the term, "race", is explored. His use of the cconcept4'ace and intelligence" is also discussed. The author concludes that Jenset is advocating "the genetic fallacy", and that those with a racist philosophy can use the Jensen argument to justify their position. The writer further concludes that-Jensen has been generally unscientific and irresponsible in formulating his assumptions. (Author/BW) ,cz - *******4************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. nevertheless, items of marginal * * reproducibility are orten encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC Makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. ReproducO.ons ** * supplied by EDRS are the best that can.be made from the originkl: * ********************************************************************** 'U.S. -
The Bell Curve of Intelligence, Economic Growth and Technological Achievement: How Robust Is the Cross-Country Evidence?
Munich Personal RePEc Archive The Bell Curve of Intelligence, Economic Growth and Technological Achievement: How Robust is the Cross-Country Evidence? Burhan, Nik Ahmad Sufian and Che Razak, Razli and Rosli, Muhamad Ridhwan and Selamat, Muhamad Rosli Faculty of Entrepreneurship and Business, Universiti Malaysia Kelantan, Federation of Malay Students Union / Gabungan Pelajar Melayu Semenanjung, Kuala Lumpur, Faculty of Arts and Humanities, International University of Malaya-Wales, Kuala Lumpur, Faculty of Modern Languages and Communication, Universiti Putra Malaysia January 2017 Online at https://mpra.ub.uni-muenchen.de/77469/ MPRA Paper No. 77469, posted 13 Mar 2017 14:25 UTC The Bell Curve of Intelligence, Economic Growth and Technological Achievement: How Robust is the Cross-Country Evidence? Nik Ahmad Sufian Burhan a,b,*, Razli Che Razak c, Muhamad Ridhwan Rosli b,d, Muhamad Rosli Selamat e a Department of Human Sciences, Universiti Malaysia Kelantan, Kota Bharu, Malaysia b Federation of Malay Students Union / Gabungan Pelajar Melayu Semenanjung, Kuala Lumpur, Malaysia c Faculty of Entrepreneurship and Business, Universiti Malaysia Kelantan, Kota Bharu, Malaysia d Faculty of Arts and Humanities, International University of Malaya-Wales, Kuala Lumpur, Malaysia e Faculty of Modern Languages and Communication, Universiti Putra Malaysia, Serdang, Malaysia *Corresponding author. E-mail: [email protected] Abstract Intelligence quotient (IQ) scores are normally distributed within a nation’s population. In a cross-country regression, Burhan et al. (2014, Intelligence, 46, 1–8) had statistically proven that intellectual class represented by the 95th percentile IQ had contributed most to economic growth. Those with average ability (50th percentile IQ) contributed second most, followed by the non-intellectual class (5th percentile IQ). -
A Contextual Definition of the Underclass by Martha Van Haitsma
A contextual definition of the underclass by Martha Van Haitsma Spatial concentration of poverty in and of itself need not constitute a problem distinct from general poverty. The neighborhoods in which people live do alter the mix of Martha Van Haitsma is a graduate student in the Department opportunities and difficulties they face, but not everyone in of Sociology at the University of Chicago. This article is the an area of concentrated poverty belongs to the same socio- revised and edited section of a paper presented at the 1989 economic class. Spatial concentration cannot be ignored, Midwest Sociological Association Meetings in St. Louis, however, as it constitutes part of the mechanism that links Missouri, April 5-10, 1989. nonnormative3 patterns of income generation and family formation to chronic poverty. When an area is largely popu- lated by chronically poor persons, the opportunities for climbing out of poverty are dimini~hed.~Residents of such Assessing whether or not an underclass exists, how it came areas have weak links to job networks, and therefore find to be, and what policies are likely to affect it all turn on how alternate means of generating income. Higher rates of infor- the term "underclass" is defined. The underclass has been mal and illegal means of accruing income, as well as welfare variously defined by any or all of four characteristics: use, strengthen networks of information tied to these ave- chronic poverty; nonnormative behavior with respect to nues rather than to formal work. With few visible career income generation and family formation; spatial concentra- prospects and few "marriageable" (i.e., stably empl~yed)~ tion of such poverty and/or behavior; and intergenerational men, young women are more likely to opt for single mother- transmission of such poverty and/or behavior.? The manner hood as a route to adulthood. -
Black±White Differences on the G-Factor in South Africa
Personality and Individual Differences 31 :2001) 1227±1232 www.elsevier.com/locate/paid Black±White dierences on the g-factor in South Africa: a ``Jensen Eect'' on the Wechsler Intelligence Scale for Children Ð revised J. Philippe Rushton * Department of Psychology, University of Western Ontario, London, Ontario N6A 5C2, Canada Received 27 July 2000; received in revised form 12 October 2000; accepted 23 October 2000 Abstract A test is made to determine whether South African Black±White dierences on various tests of cognitive performance are like the Black±White dierences in the United States in being positively associated with a test's g loadings, where g is the general factor of intelligence. Data are analyzed from Skuy, Schutte, Fridjhon and O'Carroll [Skuy, M., Schutte, E., Fridjhon, P., & O'Carroll, S. :2001). Suitability of published neu- ropsychological test norms for urban African secondary school strudents in South Africa. Personality and Individual Dierences, 30, 1413±1425) of 154 13- to 15-year-old secondary school students in Soweto, Johannesburg, on the Wechsler Intelligence Scale for Children±Revised :WISC-R). The more highly cor- related a sub-test was with g, the more it predicted the African±White dierence :r =0.77, p=0.05). The eect remained even when the Vocabulary sub-test was excluded or when g was extracted from the Black rather than from the White standardization sample :r=0.60, P<0.05), as it did as well if Spearman's rho was used instead of Pearson's r :g from Whites=0.74, g from Blacks=0.74, P< 0.005).