Changes for page Race & IQ

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5	5	= Race & IQ =
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7		-The narrative today is that IQ and intelligence has nothing to do with race, despite there being an overwhelming amount of evidence to the contrary. In fact, although the established position is that it does not correlate at all, many scientific experts even say it does. In this article we will explore the evidence that isn't typically broadcast to the general population, and in some cases, its even suppressed.
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	4	+**The debate surrounding IQ and race remains controversial, with differing perspectives on whether intelligence disparities are primarily due to environmental or genetic factors.**
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	9	+= Mainstream Explanation =
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18		-~#~# ~*~*Mainstream Explanation~*~*
	11	+The dominant narrative in education and media asserts that there is no difference in IQ between racial groups. This section presents established facts about intelligence research.
19	19
20		-The narrative that is maintained throughout the education system and media today is largely that there is non difference at all in IQ between groups. This section will be prefaced with a few facts about what is objectively true.
	13	+* Studies indicate a consistent IQ gap between racial groups [[Cato Institute>>https://www.cato.org/commentary/americas-most-costly-educational-failure]].
	14	+* Expert surveys show that intelligence researchers attribute the Black-White IQ difference to a mix of genetic and environmental factors.
	15	+* Brain size correlates with IQ, with MRI studies showing a correlation above 0.40.
21	21
22		-There is an IQ gap between racial groups.[^1]
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24		-[^1]: [Brookings Institution](https:~/~/www.brookings.edu/articles/the-black-white-test-score-gap-why-it-persists-and-what-can-be-done/) - Discusses the Black-White test score gap and factors contributing to it.
	19	+== Key Points of the Mainstream View ==
25	25
	21	+1. **IQ Tests Measure Cognitive Ability, Not Innate Intelligence**
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27		-~#~#~#~# There is not a country on earth where there has been IQ testing done which shows no gap.
	23	+* IQ tests measure problem-solving skills and cognitive abilities shaped by environmental factors rather than fixed, innate intelligence.
28	28
29		-~#~## ~*~*Key Points of the Mainstream View~*~*
30		-~1. ~*~*IQ Tests Measure Cognitive Ability, Not Innate Intelligence~*~*
31		- Mainstream researchers argue that IQ tests measure problem-solving skills and cognitive abilities shaped by environmental factors rather than fixed, innate intelligence.
	25	+2. **Environmental Factors Are the Primary Cause of IQ Differences**
32	32
33		-2. ~*~*Environmental Factors Are the Primary Cause of IQ Differences~*~*
34		- Differences in average IQ scores between racial groups are explained by disparities in education, income, healthcare, and exposure to enriching experiences.
	27	+* Differences in IQ scores are largely explained by disparities in education, income, healthcare, and exposure to enriching experiences.
35	35
36		-3. ~*~*Race Is a Social Construct~*~*
37		- The concept of race is viewed by many scholars as a social construct with limited biological basis, which complicates any attempt to correlate intelligence with race.
	29	+3. **Race Is a Social Construct**
38	38
39		-4. ~*~*The Flynn Effect~*~*
40		- The steady rise in IQ scores across all populations over time (the Flynn Effect) suggests that intelligence is highly malleable and influenced by societal improvements.
	31	+* Many scholars argue that race is a social construct with limited biological basis, complicating attempts to correlate intelligence with race.
41	41
42		-~-~--
	33	+4. **The Flynn Effect**
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44		-~#~# ~*~*Mainstream Supporting Evidence~*~*
45		-~| Study/Source | Findings | Key Takeaway |
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47		-~| Flynn, J. (1987) | IQ scores have risen across populations globally| Supports the role of environmental improvements |
48		-~| APA Report (1995) | Intelligence disparities are largely environmental| Genetics play a minimal role in explaining differences |
49		-~| Nisbett, R. (2009) | Cultural and educational factors affect IQ | Intelligence can be improved through interventions |
	35	+* Rising IQ scores across populations over time suggest that intelligence is highly malleable and influenced by societal improvements.
50	50
51		-~-~--
	37	+== Mainstream Supporting Evidence ==
52	52
53		-~#~# ~*~*Open Discussion: Alternative Hypotheses~*~*
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	40	+|=Study/Source |= Findings |= Key Takeaway
	41	+| Flynn, J. (1987) | IQ scores have risen across populations | Supports environmental improvements
	42	+| APA Report (1995) | Intelligence disparities are largely environmental | Genetics play a minimal role in explaining differences
	43	+| Nisbett, R. (2009) | Cultural and educational factors affect IQ | Intelligence can be improved through interventions
54	54
55		-This section is for users to add evidence or arguments that challenge the mainstream narrative.
	45	+= Alternative Hypotheses =
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57		-~#~## ~*~*Genetic Hypothesis~*~*
58		-The genetic hypothesis suggests that some of the observed IQ differences between racial groups may have a genetic basis. Proponents argue that:
59		-- There are ~*~*population-level genetic differences~*~* that could influence cognitive traits.
60		-- Environmental factors alone cannot fully account for all disparities.
	47	+== Genetic Hypothesis ==
61	61
62		-~#~#~#~# ~*~*Evidence Supporting the Genetic Hypothesis~*~*
63		-~| Study/Source | Findings | Key Takeaway |
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65		-~| Jensen, A. (1969) | IQ differences have a heritable component | Argues for genetic influence on intelligence |
66		-~| Herrnstein & Murray (1994) | The Bell Curve discusses race and intelligence | Suggests a mix of genetic and environmental factors |
	49	+Some researchers argue that observed IQ differences between racial groups may have a genetic basis:
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68		-~-~--
	51	+* Population-level genetic differences could influence cognitive traits.
	52	+* Environmental factors alone may not fully account for all disparities.
69	69
70		-~#~## ~*~*Challenges to the Mainstream View~*~*
	54	+== Evidence Supporting the Genetic Hypothesis ==
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72		-Users can list ~*~*logical flaws~*~* or ~*~*counterpoints~*~* to the mainstream explanation.
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	57	+|=Study/Source |= Findings |= Key Takeaway
	58	+| Rushton (2003) | Brain size correlates with IQ, varies by race | Suggests a biological component to intelligence
	59	+| Herrnstein & Murray (1994) | "The Bell Curve" discusses race and intelligence | Suggests a mix of genetic and environmental factors
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74		-~| Claim | Counterpoint |
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76		-~| "Race is a social construct" | Genetic studies show population differences in traits |
77		-~| "Environmental factors explain all differences" | Some IQ gaps persist even in similar environments |
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79		-~-~--
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81		-~#~# ~*~*Unresolved Questions~*~*
	63	+= Challenges to the Mainstream View =
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83		-This section invites users to add questions or areas where more research is needed.
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	66	+|= Claim |= Counterpoint
	67	+| "Race is a social construct" | Genetic studies show population differences in traits
	68	+| "Environmental factors explain all differences" | Some IQ gaps persist even in similar environments
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85		-~1. How do persistent IQ differences remain across different environments?
	70	+= Unresolved Questions =
	71	+
	72	+1. How do persistent IQ differences remain across different environments?
86	86	2. Are there cultural biases inherent in IQ tests that disadvantage certain groups?
87	87	3. To what extent do genetics contribute to cognitive differences between populations?
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89		-~-~--
	76	+= Conclusion =
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91		-~#~# ~*~*Conclusion~*~*
	78	+The relationship between race and IQ is a complex and sensitive topic. The mainstream consensus emphasizes environmental factors, while alternative hypotheses suggest genetic influences. Readers are encouraged to critically assess the evidence, contribute data, and engage in constructive dialogue.
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93		-The relationship between race and IQ is a complex and sensitive topic. The mainstream consensus emphasizes the role of environmental factors in shaping intelligence, while alternative hypotheses highlight the potential influence of genetic differences. Users are encouraged to critically assess the evidence, contribute data, and engage in constructive dialogue to ensure a comprehensive understanding of the issue.
	80	+= Contribute Evidence =
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95		-~-~--
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97		-~#~# ~*~*Contribute Evidence~*~*
98		-
99	99	Users are encouraged to:
100		-- Add ~*~*peer-reviewed studies~*~* or ~*~*historical data~*~*.
101		-- Challenge mainstream explanations with ~*~*well-supported counterpoints~*~*.
102		-- Engage in ~*~*respectful debate~*~* while adhering to the platform's guidelines.
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104		-~*~*[Add Your Evidence Here]~*~*
	84	+* Add peer-reviewed studies or historical data.
	85	+* Challenge mainstream explanations with well-supported counterpoints.
	86	+* Engage in respectful debate while adhering to platform guidelines.
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106		-~-~--
	88	+[Add Your Evidence Here]
107	107
108		-[sjp.2016.88.pdf](/pdfs/peer-reviewed/sjp.2016.88.pdf)
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	90	+= References =
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	92	+* [[Cato Institute Article>>https://www.cato.org/commentary/americas-most-costly-educational-failure]]
	93	+* Rushton (2003). Intelligence and Brain Size
	94	+* APA Report (1995) on Intelligence Disparities
	95	+* Flynn, J. (1987). The Flynn Effect
	96	+* Expert Survey on Intelligence (2019)