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| author | version | line-number | content |
|---|---|---|---|
| 1 | = Race & IQ = | ||
| 2 | |||
| 3 | {{box cssClass="wikibox"}} | ||
| 4 | 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, it's even suppressed. | ||
| 5 | {{/box}} | ||
| 6 | |||
| 7 | {{toc numbered="true" from="1" to="3"/}} | ||
| 8 | |||
| 9 | = Mainstream Explanation = | ||
| 10 | |||
| 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. | ||
| 12 | |||
| 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. | ||
| 16 | |||
| 17 | [[image:20241030_160845 [image_ images].jpg||data-xwiki-image-style="thumbnail-clickable" width="200"]] | ||
| 18 | |||
| 19 | == Key Points of the Mainstream View == | ||
| 20 | |||
| 21 | 1. **IQ Tests Measure Cognitive Ability, Not Innate Intelligence** | ||
| 22 | |||
| 23 | * IQ tests measure problem-solving skills and cognitive abilities shaped by environmental factors rather than fixed, innate intelligence. | ||
| 24 | |||
| 25 | 2. **Environmental Factors Are the Primary Cause of IQ Differences** | ||
| 26 | |||
| 27 | * Differences in IQ scores are largely explained by disparities in education, income, healthcare, and exposure to enriching experiences. | ||
| 28 | |||
| 29 | 3. **Race Is a Social Construct** | ||
| 30 | |||
| 31 | * Many scholars argue that race is a social construct with limited biological basis, complicating attempts to correlate intelligence with race. | ||
| 32 | |||
| 33 | 4. **The Flynn Effect** | ||
| 34 | |||
| 35 | * Rising IQ scores across populations over time suggest that intelligence is highly malleable and influenced by societal improvements. | ||
| 36 | |||
| 37 | == Mainstream Supporting Evidence == | ||
| 38 | |||
| 39 | (% class="table table-bordered table-striped" %) | ||
| 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 | ||
| 44 | |||
| 45 | = Alternative Hypotheses = | ||
| 46 | |||
| 47 | == Genetic Hypothesis == | ||
| 48 | |||
| 49 | Some researchers argue that observed IQ differences between racial groups may have a genetic basis: | ||
| 50 | |||
| 51 | * Population-level genetic differences could influence cognitive traits. | ||
| 52 | * Environmental factors alone may not fully account for all disparities. | ||
| 53 | |||
| 54 | == Evidence Supporting the Genetic Hypothesis == | ||
| 55 | |||
| 56 | (% class="table table-bordered table-striped" %) | ||
| 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 | ||
| 60 | |||
| 61 | |||
| 62 | |||
| 63 | = Challenges to the Mainstream View = | ||
| 64 | |||
| 65 | (% class="table table-bordered table-striped" %) | ||
| 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 | ||
| 69 | |||
| 70 | = Unresolved Questions = | ||
| 71 | |||
| 72 | 1. How do persistent IQ differences remain across different environments? | ||
| 73 | 2. Are there cultural biases inherent in IQ tests that disadvantage certain groups? | ||
| 74 | 3. To what extent do genetics contribute to cognitive differences between populations? | ||
| 75 | |||
| 76 | = Conclusion = | ||
| 77 | |||
| 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. | ||
| 79 | |||
| 80 | = Contribute Evidence = | ||
| 81 | |||
| 82 | Users are encouraged to: | ||
| 83 | |||
| 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. | ||
| 87 | |||
| 88 | [Add Your Evidence Here] | ||
| 89 | |||
| 90 | = References = | ||
| 91 | |||
| 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) |
