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I just came across this video on YouTube published yesterday called “White people are not 100% human (Race differences) (I.Q debunked)“, with, of course, outrageous claims (the usual from Afrocentrists). I already left a comment proving his nonsense incorrect, but I thought I’d further expound on it here.
His first ‘evidence’ that whites aren’t 100 percent human is showing some individuals who are born with tails. Outliers are meaningless, of course. The cause of the human tail is due to the unsuccessful inhibition of the Wnt3-a gene. When this gene isn’t successful in signaling the cell death of the tail in early embryonic development, a person is then born with a small vestigial tail. This doesn’t prove anything.
His next assertion is that since “94 percent of whites test positive for Rh blood type” and that “as a result, they are born with a tail”, then whites must have interbred with rhesus monkeys in the past. This is ridiculous. This blood type was named in error. The book Blood Groups and Red Cell Antigens sums it up nicely:
The Rh blood group is one of the most complex blood groups known in humans. From its discovery 60 years ago where it was named (in error) after the Rhesus monkey, it has become second in importance only to the ABO blood group in the field of transfusion medicine. It has remained of primary importance in obstetrics, being the main cause of hemolytic disease of the newborn (HDN).
It was wrongly thought that the agglutinating antibodies produced in the mother’s serum in response to her husbands RBCs were the same specificity as antibodies produced in various animals’ serum in response to RBCs from the Rhesus monkey. In error, the paternal antigen was named the Rhesus factor. By the time it was discovered that the mother’s antibodies were produced against a different antigen, the rhesus blood group terminology was being widely used. Therefore, instead of changing the name, it was abbreviated to the Rh blood group.
As you can see, this is another ridiculous and easily debunked claim. One only needs to do a bit of non-biased reading into something to get the truth, which some people are not capable of.
What he says next, I don’t really have a problem with. He just shows articles stating that Neanderthals had big brains to control their bodies and that they had a larger, elongated visual cortex. However, there is archeological evidence that our cognitive superiority over Neanderthals is a myth (Villa and Roebroeks, 2014). What he shows in this section is the truest thing he’ll say, though.
Then he shows how African immigrants to America have a higher educational achievement than whites and immigrant East Asians. However, it’s clear he’s not heard of super-selection. The people with the means to leave will, and, most likely, those with the means are the more intelligent ones in the group. We also can’t forget about ‘preferential treatment’, AKA Affirmative Action.
The concept of ‘multiple intelligences’ is then brought up. The originator of the theory, Howard Gardner, rejects general intelligence, dismisses factor analysis, doesn’t defend his theory with quantitative data, instead, drawing on anthropology to zoology findings for his claims, being completely devoid of any psychometric or quantitative data (Herrnstein and Murray, 1994: 18). The Alternative Hypothesis also has a thorough debunking of this claim.
He then makes the claim that hereditarians assume that environment/experience play no factor in performance on IQ tests/life success. We know that both the individual heritability is 80/20 genetics and environment, with the black-white gap being the same (Rushton and Jensen 2005: 279). Another easily refuted claim.
The term ‘inferior’ is brought up due to whites’ supposed ‘inferiority’, though we know that terms such as those have no basis in evolutionary biology.
He claims that a black man named Jesse Russel invented the cell phone, when in reality a white man named Martin Cooper did. He claims that Lewis Latimer invented the filament lightbulb, when a man named Joseph Swan obtained the patent in the UK in 1860. Of course, individual outliers are meaningless to group success, as they don’t reflect the group average as a whole, so these discussions are meaningless.
He finally claims that the “black Moors civilized Europe”. Europeans didn’t need to “be civilized”, I guess people don’t understand that empires/kingdoms rise and fall and go through highs and lows. That doesn’t stop people from pushing a narrative, though. Further, the Moors were not black. People love attempting to create their own fantasy history in which their biases are a reality.
I don’t know why people have to make these idiotic and easily refuted videos. Lies that push people further from the truth of racial differences, genetics, and history as a whole. Biases such as these just cloud people’s minds to the truth, and when the truth is shown to them, refuting their biases and twisting of history, genetics, and IQ, they then look at it as an attack on what they deem to be true despite all of the conflicting, non-biased evidence shown to them. Afrocentric loons need to be refuted, lest people believe their lies, misconceptions and twistings of history.
With all of my recent articles on neurons and brain size, I’m now asking the following question: do neurons differ by race? The races of man differ on most all other variables, why not this one?
As we would have it, there are racial differences in total brain neurons.In 1970, an anti-hereditarian (Tobias) estimated the number of “excess neurons” available to different populations for processing bodily information, which Rushton (1988; 1997: 114) averaged to find: 8,550 for blacks, 8,660 for whites and 8,900 for Asians (in millions of excess neurons). A difference of 100-200 million neurons would be enough to explain away racial differences in achievement, for one. Two, these differences could also explain differences in intelligence. Rushton (1997: 133) writes:
This means that on this estimate, Mongoloids, who average 1,364 cm3 have 13.767 billion cortical neurons (13.767 x 109 ). Caucasoids who average 1,347 cm3 have 13.665 billion such neurons, 102 million less than Mongoloids. Negroids who average 1,267 cm3 , have 13.185 billion cerebral neurons, 582 million less than Mongoloids and 480 million less than Caucasoids.
Of course, Rushton’s citation of Jerison, I will leave alone now that we know that encephilazation quotient has problems. Rushton (1997: 133) writes:
The half-billion neuron difference between Mongoloids and Negroids are probably all “excess neurons” because, as mentioned, Mongoloids are often shorter in height and lighter in weight than Negroids. The Mongoloid-Negroid difference in brain size across so many estimation procedures is striking
Of course, small differences in brain size would translate to differences differences neuronal count (in the hundreds of millions), which would then affect intelligence.
The ability to plan for the future, a significant function of prefrontal regions of the cortex, may be key indeed. According to the best definition I have come across so far, put forward by MIT physicist Alex Wissner-Gross, intelligence is the ability to make decisions that maximize future freedom of action—that is, decisions that keep most doors open for the future. (Herculano-Houzel, 2016: 122-123)
You can see the difference in behavior and action in the races; how one race has the ability to make decisions to maximize future ability of action—and those peoples with a smaller prefrontal cortex won’t have this ability (or it will be greatly hampered due to its small size and amount of neurons it has).
With a smaller, less developed frontal lobe and less overall neurons in it than a brain belonging to a European or Asian, this may then account for overall racial differences in intelligence. The few hundred million difference in neurons may be the missing piece to the puzzle here.Neurons transmit information to other nerves and muscle cells. Neurons have cell bodies, axons and dendrites. The more neurons (that’s also packed into a smaller brain, neuron packing density) in the brain, the better connectivity you have between different areas of the brain, allowing for fast reaction times (Asians beat whites who beat blacks, Rushton and Jensen, 2005: 240).
Remember how I said that the brain uses a certain amount of watts; well I’d assume that the different races would use differing amount of power for their brain due to differing number of neurons in them. Their brain is not as metabolically expensive. Larger brains are more intelligent than smaller brains ONLY BECAUSE there is a higher chance for there to be more neurons in the larger brain than the smaller one. With the average cranial capacity (blacks: 1267 cc, 13,185 million neurons; whites: 1347 cc, 13,665 million neurons, and Asians: 1,364, 13,767 million neurons). (Rushton and Jensen, 2005: 265, table 3) So as you can see, these differences are enough to account for racial differences in achievement.
A bigger brain would mean, more likely, more neurons which would then be able to power the brain and the body more efficiently. The more neurons one has, the more likely it it that they are intelligent as they have more neuronal pathways. The average cranial capcities of the races show that there are neuronal differences between them, which these neuronal differences then are the cause for racial differences, with the brain size itself being only a proxy, not an actual indicator of intelligence. The brain size doesn’t matter as much as the amount of neurons in the brain.
A difference in the brain of 100 grams is enough to account for 550 million cortical neurons (!!) (Jensen, 1998b: 438). But that ignores sex differences and neuronal density. However, I’d assume that there will be at least small differences in neuron count, especially from Rushton’s data from Race, Evolution and Behavior. Jensen (1998) also writes on page 439:
I have not found any investigation of racial differences in neuron density that, as in the case of sex differences, would offset the racial difference in brain weight or volume.
So neuronal density by brain weight is a great proxy.
Racial differences in intelligence don’t come down to brain size; they come down to total neuron amount in the brain; differences in size in certain parts of the brain critical to intelligence and amount of neurons in those critical portions of the brain. I’ve yet to come across a source talking about the different number of neurons in the brain by race, but when I do I will update this article. From what we know, we can make the assumption that blacks have less packing density as well as a smaller number of neurons in their PFC and cerebral cortex. Psychopathy is associated with abnormalities in the PFC; maybe, along with less intelligence, blacks would be more likely to be psychopathic? This also echoes what Richard Lynn says about Race and Psychopathic Personality:
There is a difference between blacks and whites—analogous to the difference in intelligence—in psychopathic personality considered as a personality trait. Both psychopathic personality and intelligence are bell curves with different means and distributions among blacks and whites. For intelligence, the mean and distribution are both lower among blacks. For psychopathic personality, the mean and distribution are higher among blacks. The effect of this is that there are more black psychopaths and more psychopathic behavior among blacks.
Neuronal differences and size of the PFC more than account for differences in psychopathy rates as well as differences in intelligence and scholastic achievement. This could, in part, explain the black-white IQ gap. Since the total number of neurons in the brain dictates, theoretically speaking, how well an organism can process information, and blacks have a smaller PFC (related to future time preference); and since blacks have less cortical neurons than Whites or Asians, this is one large reason why black are less intelligent, on average, than the other races of Man.
In 2005, Linda Gottfredson published What If the Hereditarian Hypothesis Is True? in the journal Psychology, Public Policy, and Law defending Rushton and Jensen’s (2005) conclusions on the black-white IQ gap. This gap in intelligence between the races has been noticed since the IQ test’s inception 100 years ago. What if the hereditarian hypothesis is true—what if there are genetic differences in intelligence between races? How should society handle such a ‘discovery’ if one were to occur?
In Rushton and Jensen’s opus paper, they didn’t set out to prove that the hereditarian hypothesis is true, rather they set out to prove that the hereditarian hypothesis—which states that 50 percent of racial differences in intelligence come down to genetic factors with environment dictating the other 50 percent—is more tenable the culture-only hypothesis—0 percent genetics 100 percent environment. Gottfredson states that the hereditarian hypothesis becomes scientifically plausible “only after five evidentiary requisites have been met”: “IQ differences among same-race individuals represent (a) real, (b) functionally important, and (c) substantially genetic differences in general intelligence (the g factor), and mean IQ differences between the races likewise reflect (d) real and (e) functionally important differences on the same g factor.” (Gottfredson, 2005: 311) The past one hundred years of intelligence testing has proven all of this. The black-white differences in intelligence are on subtests that are more heritable, proving a genetic component.
The hereditarian hypothesis has been proven by adoption studies such as the Minnesota Transracial Adoption Study, to differences overall in IQ tests, to differences in life success etc. Environmentalists believe it’s ‘racism’ or ‘classism’ that’s the cause for racial/ethnic/class differences in achievement, when a genetic explanation makes a lot more sense.
The Denial of the Hereditarian Hypothesis
The denial of the hereditarian hypothesis has greatly harmed American society. Before the push for multiculturalism in the 60s, a genetic reason for racial/class differences was widely accepted. Minorities couldn’t perform well in school in comparison to whites because they had lower innate g. The difference in g causes differences in wealth attainment, salary, mortality, fitness, educational attainment, and other pertinent achievements. This then leads to programs with an abysmal ‘success rate’, such as Head Start. Head Start does not work, its gains fade away in a few years after the program. It’s time to stop Head Start, because it makes people believe that parental intervention can have any kind of effect on a young child, when it’s shown that these so-called gains fade away in a few years as the heritability of intelligence increases. Individuals differ on g, races differ on g, there are differences in achievement and more people in one SES bracket and other people in another SES bracket and it’s down to g. Denying the hereditarian hypothesis wastes taxpayer money as more and more money goes towards programs like Head Start that don’t do anything to close any of the gaps they promise to close.
Academic achievement in math, science, art, humanities, and second language were all shared by the same genes. They found that 60 percent of the results in GCSE scores were attributed to genetic factors. Genes and not upbringing had more of an effect on the scores one receives on the GCSE.
Moreover, other behavioral traits such as psychopathology and personality also account for genetic influence on GCSE scores beyond that predicted by intelligence. This shows that ‘nature’ wins out in the nature-nurture debate. If individual differences in test scores are largely determined by genetics, why not the black-white difference?
Individuals nor groups are ever ‘equal’ in terms of any capacity. One will be better at something than someone else, and that will largely be determined by genetic factors. Training and repetition brings out the best in one that’s genetically inclined to excel. We accept genetic differences for differences in sports, such as sprinting and distance running. They are genetically inclined to excel at those competitions due to fast and slow twitch muscle fibers. Take Usain Bolt. Do you think anyone can train to get to that level? Do you think random Joe can just wake up one day and decide to try to be the fastest man in the world? If you say no, you’re a hereditarian. Of course Bolt’s training makes him better, but without his genetics, he wouldn’t be the fastest man in the world.
Now take the genetic differences from sports (that any sane person would recognize), and think about that in regards to brain power. We are talking about 2 groups that have been genetically isolated for tens of thousands of years. They had to do different things to survive and both faced different selective pressures that would have an effect on intelligence.
The worldwide differences in IQ between East Asians, Europeans and Africans; an inverse correlation between the race differences and brain attributes and black-white-East Asian differences in body maturation; . 2 and .4 correlations with skull size and in vivo brain volume, moderately high correlation of .6 to .7 of different IQ test’s g loadings on the magnitude of the black-white-East Asian differences as well as the measures of the subtests being rooted in biological and genetic processes; rising heritability of IQ; differences in crime, gestation, and sex ratio at birth, law-abidingness, marital stability; and a genetic divergence of world population groups during evolution. The most telling one is the last one, genetic divergence of world population groups during evolution. These differences in the brain are rooted in genetic factors. The hereditarian hypothesis fully explains within and between group differences in achievement and intelligence. No “culture-only” hypothesis could ever convince me otherwise.
Richard Nisbett has attempted to say that the hereditarian hypothesis is wrong and that culture-only theory is the only game in town. He couldn’t be more wrong. Citing studies like Moore and Eyferth to make your case against the hereditarian hypothesis won’t get you anywhere. They had a smaller sample size, and some of the subjects were extremely young. Environmentalists use these studies to say that the difference in IQ comes down to a type of ‘ghetto’ environment that saps American blacks’ intellect and that raised away from that type of environment, they’d be able to score on par with whites. Except that’s not what was found in the Minnesota Transracial Adoption Study. This is the only study to test the children again at age 17, when genetics would be taking its full effect. The racial gap in intelligence still stayed the same (Rushton and Jensen, 2005: 258). I’ve written about the strong evidence for the hereditarian hypothesis in regards to adoption studies and how they support the hypothesis that genetics, and not culture, are the cause for differences in intelligence.
If the Hereditarian Hypothesis is Accepted What Policies Should Change?
If the general public were to ever accept a genetic hypothesis for individual and group differences as a whole, then affirmative action and other such programs that shoehorn kids with lower ability into schools should be abolished and these spots should be filled on merit. Sure there would be fewer blacks and more whites, Jews, Asians, than blacks, ‘Hispanics’ and others but that’s how a merit-based society looks, not one based on feelings and imaginary causes of racism as the culprit for any types of intellectual downfalls. When we come to our senses with genetics and educational achievement and intelligence—which should be coming soon due to the advent of CRISPR—then America can start to become less polarized, in my opinion, on the so-called ‘racist system’ ‘holding down’ minorities. Maybe if people/groups accepted they were less intelligent and it was due majorly to genetic factors, then some of this racial animosity between groups in America will die down. That’s an extremely far reach, though, and I can see them then arguing that accepting by accepting the hereditarian hypothesis then we should continue these programs.
That’s an extremely far reach, though, and I can see them then arguing that accepting by accepting the hereditarian hypothesis then we should continue these programs due to genetic differences. They would say “Well, as a group, we are less inclined to make it into higher areas of learning so we, therefore, should continue to receive these benefits.” To that I would say you’ve been taking advantage of these benefits for 50 years and what’s changed? Billions of dollars have been spent on affirmative action and related cases since the 60s and what has changed? These groups still complain and talk about being oppressed by ‘the man’ not getting what they want. Yet there is an ongoing racial preference for blacks and ‘Hispanics’ over whites and Asians in US medical schools. This is all an effect of affirmative action and the policies it brings to American institutions. Admission into places of higher learning should be completely merit-based, not based on what racial/ethnic group you belong to. That in and of itself is continuing the so-called ‘racism’ and ‘prejudiced attitudes’ that people complain about since they insist on having special privileges based on their ancestral background.
If we were to accept the hereditarian hypothesis as a country, I’d hope to see an abolishment of affirmative action, Head Start, and related programs that do not work. The acceptance of the hereditarian hypothesis would only be a net gain over time, as people would learn to not blame ‘the man’ on their problems, but would look to better themselves in ways that accentuate their strengths. Since any attempt at raising scholastic achievement has failed due to the heritability of intelligence and how it increases as one ages (which is why Head Start doesn’t work and should be abolished) once this is accepted then other avenues can be taken to address these issues that don’t focus on attempting to raise scores. Gottfredson states at the end of her paper that we should have targeted intellectual support for those with an IQ below 80. She also says we should make some jobs less complex, ie “inadequate or overly complex labeling, instructions, and forms”, target training and education towards people with that level of intelligence, and provide more assistance in daily living matters, This can increase their QoL and ability to attain meaningful employment.
She sees a more positive outlook in the future than I do. I see things become more stratified as automation rolls out. This will have the lower IQ people out of work, while the higher IQ people still are sitting well at the top due to the increasingly complex society that we make for ourselves. Accepting the hereditarian hypothesis can ease this slightly by targeting programs at the less intellectually inclined as well as attempt to soften the claims of ‘racism’ when this starts to really become noticeable. The only way to explain such a disparity is with a genetic hypothesis, at least 50/50 genetics culture. The culture-only theory has no leg to stand on. Once we accept that individual and group differences are due to genetics, then we can begin to accept some of the differences in our society in terms of class and race.
Today is the 4th anniversary of Jensen’s death, with the 4th anniversary of Rushton’s being three weeks ago on October 2nd. The fact that two of the biggest names in the IQ game, and race science game died in a 3-week span was crushing to the truth. When they were pushing their theories on racial differences in intelligence, they had their classes stormed in on and they pretty much couldn’t teach. All of this, in a country where so-called ‘freedom of speech exists’, we can have people shout others down when they speak uncomfortable truths when they don’t like what they’re hearing. BUT, just because those truths don’t want to be heard does not change the reality of them. Rushton and Jensen were pretty much explaining why black Americans have less academic achievement over whites. But when a genetic explanation is brought up instead of the Left’s want for there to be a fully environmental, ‘racism’ explanation they storm classrooms and protest against the so-called ‘fascists’ who are just reporting what they find.
In Rushton’s article The New Enemies of Evolutionary Science, he extensively talks about the derision he faced from students while he gave his lectures. It was so bad that he couldn’t teach:
Behind the scenes, however, I became the target of a witch hunt by some of the administrators. Dismayingly, my dean, a physical anthropologist, publicly declared that I had lost my scientific credibility and spearheaded an attack on me in the newspapers. She issued a series of preemptive statements making plain her negative opinion of me and my work. “What evidence is there for this ranked ordering of the evolution of the human races?” she wrote. “None.” Claiming that her views represented only her academic opinion she emphasized that she was not speaking in any administrative capacity. Her letter was nonetheless widely interpreted in the media as a refutation by my “boss.” Henceforth, in order to support me, a person would now have to go up against the dean in addition to prevailing opinion. Next, the chair of my department gave me an annual performance rating of “unsatisfactory” citing my “insensitivity.” This was a remarkable turnaround because it occurred for the same year in which I had been made a Fellow of the prestigious John Simon Guggenheim Foundation. My previous twelve years of annual ratings had been “good” or “excellent.” Indeed, my earlier non-controversial work had made me one of the most cited scholars at my university.
Some radical and black students mobilized and held rallies, even bringing in a member of the African National Congress to denounce me. In one demonstration, a mob of 40 people stormed through the psychology department, banging on walls and doors, bellowing slogans through bull horns, drawing swastikas on the walls, and writing on my door “Racists Pig Live Here.”
The administration responded by barring me from the classroom and ordering me to lecture by videotape on the pretext that they could not protect me from the lawlessness of students. Again I launched formal grievances. After a term of enforced teaching by videotape, I won the right to resume teaching in person, though then I was required to run a gauntlet of demonstrators shouting protests and threats. Only after several forced cancellations of my classes did the administration warn the demonstrators that further action would lead to suspension and legal action. That brought the protests to a halt.
This sounds just like today huh? Seems like much hasn’t changed in the past 30 years. The amount of derision that Rushton faced just for his areas of research interest speaks volumes. Clearly, people are scared of the truth about human nature, whether individually or racially/ethnically. The fact that Rushton couldn’t teach because his classes kept getting interrupted shows that people don’t care about factual data, especially when it hurts their feelings or conflicts with any type of egalitarian nonsense they have in their heads. Once challenged, they get mad, scream ‘racist’ and simply do anything in their power to make life a living hell for the person who dares to speak non-politically correct things. But, and a huge but, just because one stops, for the time being, this from being spoken of, DOES NOT make the racial differences between groups go away. People look for any and all types of environmental explanations to attempt to explain away racial IQ gaps and other racial differences both physically and mentally, but they don’t hold up to the genetic explanation, which was shouted down by people who don’t want their fragile reality broken.
The same thing, of course, happened to Arthur Jensen:
In the 1990s protesters in London pelted him with tomatoes at a lecture hall. “Jensenism” became a term of rebuke, used against those who championed theories about whites’ superiority. “Jensenism,” evolutionary biologist Stephen Jay Gould once declared, rested “on a rotten edifice.”
AR: Well, the sorts of things that you’ve been telling me, the sorts of things you’ve been doing research about, can you and do you freely teach these things in your classes?
Jensen: I sure do. I soft-pedaled things 20 years ago, and even then, there were great protests. I had students who would drop the course if these things were brought up even in a very mild way, in a hypothetical way. Students today wonder what all the shouting was about.
AR: Is that so?
Jensen: Yes, it’s rather hard to get students to believe that there were these protests and so on. They take a lot of this for granted. Oh, there’s been a great change in the students in that respect … But even in 1969-1970, I never saw a black in any of these demonstrations.
AR: Is that right?
Jensen: Not a one.
AR: They were SDS [Students for a Democratic Society]-types?
Jensen: All SDS and Progressive Labor Party, mainly. I tried to put them out when they tried to audit my course, because they were hecklers, and so some of the SDS people would sign up for the course. Of course, then they’d have to do the assignments and take the exams.
Interestingly enough, they usually were the top students in the course because they did so much outside reading to try and give me a bad time. They would go out and read everything Galton wrote! They were bright students. They just happened to be political radicals. “
Years ago, if I gave talks at the APA or the American Educational Research Association, the least little thing you’d say, people would get up on the floor and start denouncing you. I haven’t run into that for a long time, except in Canada and Australia. There’s about a ten year cultural lag in those places, I think, on this topic.
AR: I guess nowadays, as compared to fifteen or twenty years ago, you’re not a notorious presence on campus? People don’t say, “There goes Jensen!” You just don’t get that anymore?
Jensen: No, no. I used to. I used to have to be accompanied around campus by two campus policemen. In fact, they told me not to leave my office and go to the library, or any place, except to go to the men’s room around the corner, but not anywhere else without calling the campus police. They’d whiz across campus in a car and they’d be here in just a couple of minutes and walk with me wherever I wanted to go. One year I had two campus policemen, plain clothes men, in all my classes. They audited my courses.
He had to be escorted around campus by two campus police, all because of his research areas of interest. Why did Jensen have to be protected by two men in plain clothes just for talking about his scientific research? There is a clue in what he said: the Students for a Democratic Society (SDS) and the Labor Party, not coincidentally, leftists who like to censor free, true speech when it doesn’t match to their false views of egalitarianism. But as we know, just because the causes for racial differences aren’t spoken of, that doesn’t mean that they go away. Is race a causal factor in intelligence? Yes, it is. ‘Discrimination’, a so-called ‘stereotype threat’ is not the cause for lower black intelligence. Rushton and Jensen showed that the races differ by 1.2 SDs at the most, and that it was 80 percent genetic in nature (Rushton and Jensen, 2005: 279). Were the public to accept truths such as this and not any false ‘truths’ such as what the left puts out, Rushton and Jensen would not have received the derision they did when they were publishing and pushing their theories decades ago. I recall a specific poster that I saw on AmRen a few years back talking about how Jensen was a ‘racist’ and along with Shockley, both needed to be fired and lose their jobs because they just so happened to speak these uncomfortable truths.
When I met Phil in person for the first time the following year, I could not believe that a man so intensely hated in public (nearly always by idiots who did not know him personally and who did not know anything about science) could be so gentle, genial, and generous in person. His very kind and mild manners always impressed me, especially in stark contrast to how people thought and assumed he was.
There is one very small consolation in Phil’s tragically early death: Phil was not an artist, he was a scientist. When an artist dies, his art dies with him, which is why there has not been (and will never be) Beethoven’s 10th Symphony or Guernica II. Unlike art, however, science is cumulative. The rest of us can honor his memory and his scientific legacy by continuing his work. Phil was simultaneously a tremendous role model and a very tough act to follow. He was a model of scientific integrity. Unlike Galileo, he never recanted.
Science is cumulative. He, Jensen, Murray, Herrnstein, Gottfredson, Lynn et al are Modern Day Galileos. They spoke out against this leftist paradigm that has persisted in universities for decades, and even while shown extreme derision, they never recant their statements because they know they are just speaking the truth. Any allegations of so-called ‘racism’ are just that: allegations with no factual backing behind them. The fact that they need to be called childish words such as ‘racist’ and they need to have their lectures and classes interrupted by ‘protests’ speaks volumes on the research they were doing. The fact that the left has nothing to say except untrue vitriol shows who was right. When you have to attempt to silence someone because you don’t like what they’re saying or it ‘offends you’, that says volumes about your character than the one’s character you’re trying to spew vitriol at.
The fact of the matter is, no matter what anyone or any entity does to attempt to hide racial differences in intelligence, or any other trait for that matter, the truth will always come out. When answers one receives don’t line up to what one sees in his day-to-day life, one goes and looks for the truth. And that truth is that some races aren’t as intelligent as others which leads to differences in scholastic achievement and life success. These differences persist through the generations and when a downtrodden individual (no matter the race) realizes that those have a better social standing then they, they make mental leaps in their head that ‘they’re being held down’ or ‘the man is out to get them’ not even thinking that it’s their own innate ability that’s holding them down in comparison to the other group.
Rushton and Jensen will be fully vindicated one day. It’s only a matter of time. David Piffer showed that IQ alleles differ in frequency between races, meaning that a FULL vindication of Rushton, Jensen, Gottfredson, Murray, Herrnstein, Lynn, Kanazawa et al are going to come soon.
RIP to two great men who had a huge effect on my worldview and the reasons for differences around the world. I only hope that others rise up to continue their work and prove, once and for all, that they were right.
(This goes along with my refutation of Steele here: Strong Evidence, Strong Argument: Race IQ and Adoption)
There is a 15 point, 1 standard deviation between black and white IQs. I will argue that they are not biased towards any group, as well as there being both positive and negative life outcomes based on IQ, crime included. This is due to false ideas of equality, some “blank slate” idea that we all have the same capacity for cognitive ability, athletic ability and so on. These egalitarian ideas, in turn, have devastating effects on our society, as we a) deny the reality of intelligence and b) deny any type of racial gaps in intelligence.
The famous words “Compensatory education has been tried and has apparently failed” in Jensen’s paper in the Harvard Educational Review that reignited the firestorm on the race/IQ debate called How Much Can We Boost IQ and Scholastic Achievement? is the reason why this debate got thrown back into the public eye (Jensen, 1969). It will be argued in this paper that he was correct and that his main thesis that blacks need differing education than do whites is correct and needs to be done.
IQ tests were first developed off of Army Aptitude Tests in the early 1900s by French psychologist Alfred Binet. They were originally used to identify at-risk populations in terms of who is mentally retarded. People then say that due to this, that IQ tests don’t test anything of worth due to the reason why they were originally developed.
In 1976, a study was conducted called the Minnesota Transracial Adoption study where they took children of different races who were adopted into different families and tested their IQs at age 7 and again at age 17. A follow-up study was published in 1992. What was found, was that IQs of transracially adopted children didn’t differ at all from children raised by their biological parents in the same area.
Dr. David Duke states in his book My Awakening: A Path to Racial Understanding (1998), that the authors waited about 4 years to publish these findings. This, of course, has to do with the political climate of today. Any allegations of “racism” can and most likely will end someone’s career; so most individuals just go the politically correct route to play it safe and keep their credentials. Blacks raised in white families hardly did any better than blacks raised in black families. If the differences supposedly were environmental in the way environmentalists say it is, how come blacks raised in rich white families didn’t reach the IQ of whites if “IQ is malleable by the immediate environment?” Because the differences are genetic.
Though, there are other studies that state that environment matters more than genetic factors. These three studies (Moore 1986; Eyferth 1961; and Tizard, 1972) all conclude that the black-white IQ gap is environmental in nature.
A study was conducted that compared IQ scores of 23 7 to 10-year-old black children raised by middle-class white families and the same number of black children but raised in black families (normal adoption) (Moore, 1986). The findings indicated that traditionally adopted black children raised by black parents had normal IQ scores (85), whereas those black children who were adopted by white families had IQs 1 standard deviation (100) above the black mean. Moore states that multivariate analysis indicates that the behaviors of black and white mothers were different in regards to how the black children were treated. She states that white adoptive mothers reduced stress by joking, laughing, and grinning. Whereas black adoptive mothers reduced stress in less positive ways including coughing, scowling and frowning. She also says that white adoptive mothers gave more positive reinforcement to their adoptive child’s problem solving whereas black adoptive mothers gave less (as I am arguing here, these traits are mostly genetic in origin, driven by IQ). She concludes that the ethnicity of the rearing environment exerts a significant influence on intellectual ability as well as standardized test scores. The sample sizes, however, are extremely small and to infer that the black-white IQ gap is environmental in origin because of a study with a small sample size is intellectually dishonest.
One study conducted in Germany in 1959 observed IQ scores of out-of-wedlock children fathered by US soldiers stationed in Germany during WWII and reared by white German mothers (Eyferth, 1961). Mean IQ scores for 83 white children and 97 mixed-race children were 97, 97.2 for the whites and 96.6 for the mixed-race children (Rushton and Jensen, pg. 261). However, these results are disputed. One, the children were extremely young, one-third of the children in the study were between the ages of 5 and 10 whereas the remaining two-thirds of the children were between the ages of 10 and 13. The malleability of intelligence is very well-known in regards to children. The heritability of IQ at age increases with age (a phenomenon known as ‘the Wilson Effect’), which Arthur Jensen states that as a child ages, social environment can increase IQ (as heritability for children aged 5 is 22 percent and children aged 7 at 40 percent). Though, as the child ages, genes activate, and they fall to their genetic potential, with genetic effects accounting for a lion’s share of intelligence (80 to 90 percent) and environment having no effect. Second, 20 to 25 percent of the ‘black’ fathers were French North Africans (Caucasians). This shows why the mixed-race children had higher IQs in the sample: about a quarter of the sample was Caucasian (Rushton and Jensen, pg. 261). Finally, rigorous selection was done on both the white and black soldiers. With 3 percent of whites getting rejected compared to 30 percent of blacks, it is shown that high IQ blacks were selected for, therefore, skewing the sample.
Yet another study on black and white children observed 2 to 5-year-olds in a nursery setting (Tizard, 1972). The white and black children both had IQs at 102.6 and 106.3 respectively. She found no significant gap in the three groups tested (white, black and West Indian). However, she did note that the single significant difference was in that of non-white children.
All three of the above studies that get cited ad nauseum have something in common: they did not retest the children again at age 17 like was done in the Minnesota Transracial Adoption Study. This is very critical. As it was alluded to earlier, as children mature, genetics exerts more of an effect than does socialization. Any IQ differences that are brought about by socialization will be mediated by genetics at adulthood, falling to the racial mean. It also noted how the age of adoption does not influence children’s IQ scores after age 7 (Jensen 1998b). This is due to, again, genetic effects being heightened as age increases.
What the Minnesota Transracial Adoption Study (Weinberg, Scarr, and Waldman, 1992) and the Eyferth study (1961) had observed was that the children born to a white mother and a black father had statistically significant differences in IQ in comparison to those birthed by a black mother and white father. This is attributed to prenatal environment. It was observed that mothers who had higher IQs and were more educated (which both correlate highly with each other), had children which, in turn, had higher IQ scores as well (Erikson, 2013). The results of the study suggest that mothers who are more educated have children who have higher intelligence. This should end this debate right there. Since, clearly, a white mother is more conducive to foster a higher IQ than is a black mother, this shows that racial differences in IQ are largely genetic in origin.
The black-white IQ gap has been noticed for over 100 years, ever since the test has been first conceptualized. Egalitarians may say that “they’re biased against minorities” or “they don’t learn the right things on the test”, all of these are easily refutable. This was true in the 70s, according to Herrnstein and Murray, but today there is no bias of that magnitude on these tests of cognitive ability.
Jensen states that genetic and cultural factors influence the black-white IQ gap the same as individual factors (80 percent genetic factors, 20 percent environmental). Since both individual differences in IQ, as well as the mean difference in the black-white IQ gap are genetic, this shows that some individuals are genetically predisposed to have lower IQs. Moreover, a multitude of traits in life fall on a bell curve, you will have some individuals at one end, and others at the opposite end, but you’ll see a majority fall in the middle of the racial mean (85 for blacks, 100 for whites, 104 for East Asians and 107 for Ashkenazi Jews). So, with equalized environments, the gap can be closed by around 3 points, but still a lion’s share of the gap is still there, which again gives credence to the genetic hypothesis.
Those who disbelieve the validity of IQ tests at the individual level, as well as the between-group level, say that test biases are the cause for lower scores in certain individuals in minority populations. Gottfredson et al state in their publication that was released after the controversial book The Bell Curve, Mainstream Science on Intelligence, that if you speak the language, IQ tests are not biased. If you don’t speak the language, you then get a special IQ test that is culture free, based on pattern recognition called Raven’s Progressive Matrices. Even then on these culture-free, word-free IQ tests, there is still a one SD gap, 15 points, between blacks and whites.
People have tried to bridge the gap, even going so far to make a test that’s ‘culture fair’ to blacks called the B.I.T.C.H. (Black Intelligence Test of Cultural Homogeneity) IQ test (Williams, 1972). What was found was that blacks scored highly, whereas whites lagged behind. But, the thing is, this test has ridiculous concepts that don’t test actual intelligence. The way that people say that regular IQ tests are biased towards blacks don’t even realize that the way the B.I.T.C.H. IQ test is set up does not mirror the supposed biased nature of regular IQ tests on blacks.
Flynn noticed that no matter which country you look IQs have gained around 3 points per decade. Herrnstein and Murray then coined the term The Flynn Effect, after the man who focused the most attention on the phenomena. Flynn argues that since IQ scores have been gaining the same amount of points in any population no matter where you look, that the black-white IQ gap has to be environmental in origin.
However, the Flynn Effect is a fallacy and is overstated. In 1945, the average IQ of whites in America was 85, the same as the black average today. That statement is supposed to show that the between-group differences are environmental in origin and since there haven’t been any big genetic changes in both populations to account for this difference, then the gap must be environmental in origin. Just because a change in one group over time is due to an environmental change, doesn’t mean, or even make it probable, that a difference between 2 groups at the same time is due to an environmental change. The Flynn Effect make’s that highly unlikely and here’s why.
Any country you look at, the rate of increase is 3 IQ points per decade; but gaps in IQ stay the same. This shows that this same uniform factor affects all groups the same throughout the world. And due to this uniform factor, as a result, you have a difference in IQ that’s being preserved. This suggests that the response on the parts of blacks and whites is due to non-environment factors, a genetic factor, which makes the difference in IQ remain as the Flynn Effect goes into effect.
Blacks and whites also have a similar environment, especially since segregation ended. Since environments are similar, the more and more similar the environment, the less and less differences are due to environment and the more and more they are due to genetic factors. So the 15-point gap surviving this change in environments proves that the racial gap is genetic in origin.
Dickens and Flynn state that black Americans have closed the gap in recent years, but this, however, is not the case. Most of those studies were done on children; Jensen states that the black-white IQ gap becomes more noticeable as they get older because genetic effects take over at adulthood with the environment having little if no effect on IQ (Rushton and Jensen, 2005). Jensen concludes that the SD gap between blacks and whites at early adulthood is about 1.2 SDs or about 17 IQ points. In Rushton and Jensen’s 2005 paper, Flynn and Dickens sidestepped a theoretical analysis in which it’s showed that the higher amount of white admixture a black has, the higher his IQ score is.
The Flynn Effect is not on g, or the general intelligence factor, which the most heritable items on the subtests show the most differences between blacks and whites (Rushton and Jensen, 2010). Since the Flynn Effect does not fall on g, this should not even be in the discussion. A Flynn Effect is not a Jensen Effect, which is real gains in g over time (Rushton, 1998). Rushton found it ridiculous that we had a nation of mentally handicapped children 100 years ago. This was enough for him to disregard the Flynn Effect.
Other proposed causes for this gap involve a mechanism called ‘stereotype threat’ (Steele and Aronson, 1995). Stereotype threat is a situational predicament in which people find themselves falling into the stereotype of whatever group their group is a part of. Though, this is not the case for blacks. Blacks are rated as seeing themselves as more attractive, which a) shows more self-confidence and b) shows that the so-called effects of white racism making blacks feel ugly and inadequate in their own skin are simply not true. Kanazawa (2011) noted that both male and female blacks rated themselves higher than other groups; showing that there are no lingering effects of racism as well as this silly belief that just by thinking you’re going to fall into a stereotype means that you will fall into it.
Still, others may state that poverty is a cause for the IQ disparity between the races. People have causalities mixed up when they make this statement. Since lower IQ is correlated with lower SES, the cause of poverty is people being born with low intellect which manifests itself in the wealth attainment of the individual. Many recent studies have come out saying that poverty decreases IQ, yet the only environmental factors that can do such a thing is malnutrition, extreme abuse, and extreme isolation. Other than that, all a parent needs to do is just give the child an ‘OK’ environment and genetic factors will take care of the rest.
Critics of the public school system have said for decades that you can’t solve educational problems by throwing money at them, but those who believed in the public schooling system said it has yet to be tried. They did try, in Kansas, MO, and failed miserably (Ciotti, 1998). This desegregation experiment cost 11,700 dollars per student, more money spent per individual on a cost of living basis than 280 school districts around the country. This tax-payer money bought “higher teachers’ salaries, 15 new schools, and such amenities as an Olympic-sized swimming pool with an underwater viewing room, television and animation studios, a robotics lab, a 25-acre wildlife sanctuary, a zoo, a model United Nations with simultaneous translation capability, and field trips to Mexico and Senegal. The student-teacher ratio was 12 or 13 to 1, the lowest of any major school district in the country.”
Despite all of these variables to enrich the environment of the black students, even bussing in white kids from out of district, the gap did not diminish, test scores did not change and there was less, not more, integration. Moreover, numerous individuals say that poverty and schooling systems are the cause for anti-intellectualism in the black community. I, however, argue that there is a considerable genetic component to the black-white IQ gap (Rushton and Jensen, 2005 p. 279).
Where does all of this leave us? Yes, blacks are less intelligent than whites, but what does this mean for our society that we refuse to acknowledge the existence of innate intelligence, as well as racial differences in intelligence? The average IQ of a repeat juvenile criminal in America is 92 (Herrnstein, Murray, and Cullens, 1998). At adulthood, the average IQ for a repeat criminal is 85. The reason for the IQ of a repeat adult offender being lower than that of teenaged offenders is due to as you age, the environment doesn’t matter as genetics takes over at adulthood.
The fact that we are disregarding g (intelligence) and its multiple covariates is extremely alarming. The fact that America is headed down the path to dysgenesis (Lynn, 2006) and we are not doing a thing about it troubles me greatly. The way we treat black underachievement in America is completely wrong. To succeed as a country, we need to recognize biological truths in that certain groups achieve highly whereas others have low levels of academic achievement, we need to recognize that there is no insidious plot to hold down others; we need to realize that some groups are less intelligent as others due to evolution in differing climates over tens of thousands of years. The trillions of dollars we have spent on all of these programs have not worked. We have tried them, and they have failed. No matter what we do, black underachievement will always be around. By recognizing black underachievement, they will be better able to succeed relative to themselves and not compare themselves to other high-achieving groups. There is a considerable genetic component to the gap (80 percent genetic) and that due to this, blacks should have differing standards in comparison to the rest of the population (Jensen, 1969).
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