With the ascent of the National Party to power in South Africa in 1948, education reflected apartheid thinking and practices and implemented the ideology of separate development in educational institutions. Pronouncements of the African child's inferiority were reflected in government policy and legislation. The origins of this thinking and…

Derrick Bell's thesis, that racism is a permanent feature of society, is frequently misrepresented by detractors as signaling a view of racism as monolithic--bold, obvious, and unchanging. This paper argues that critical race theory [CRT] reveals a very different understanding of racism as relentless, yet fluid, and quick to morph depending on…

Multiple discriminant analysis of Minnesota Multiphasic Personality Inventory (MMPI) scores between high-IQ White, high-IQ Black, low-IQ White, and low-IQ Black subjects yielded two significant canonical variates. Results suggest that racial differences on the MMPI do not occur in all racial comparisons but are restricted to low-IQ groups. (Author)

Discusses Jensen's research and writings on genetic v environmental determinants of intelligence. Reviews professional response to his 1969 "Harvard Educational Review" article, and briefly considers the work of other researchers on the relationship between race and intelligence. (GC)

From the monthly Saturday Review supplement, "Education in America, sponsored by the Charles F. Kettering Foundation.

Criticizes Herrnstein and Murray for their lack of respect for the truth, displayed throughout "The Bell Curve"; their willingness to encourage disharmony between groups they identify as cognitively different and to foment fear and distrust of an alleged underclass portrayed as dangerous and beyond help; and their lack of interest in…

Challenges Jensen's arguments (set forth in the book "Bias in Mental Testing") that intelligence tests are scientifically unbiased and that IQ and other mental tests measure something called "intelligence" by refuting Jensen's reading of the psychometric research literature. (EF)

Reviews the 1989 report, "A Common Destiny: Blacks and American Society," which examines the anticipated and unanticipated consequences of initiatives since 1940 to improve the Blacks' social position. Criticizes the report for omitting evidence concerning racial differences in intelligence and criminal activity at the individual level. (FMW)

Argues against the presence of dysgenic trends for IQ on the basis of absence of change in the differences between various groups. Illustrates this with an example of the numbers of children born to Black and to White women at different educational levels. Discusses the effects, mechanisms, and implications of dysgenesis for IQ. (MMU)

The controversy over the causes of intelligence--genetic or environmental--is reviewed. More specifically, the subject of the consistently lower intelligence scores for blacks is analyzed. Much attention is devoted to Jensen and his monograph published in the "Harvard Educational Review," entitled "How much can we boost IQ and scholastic…

Briefly reviews the content and impact of Arthur R. Jensen's 1969 Harvard Educational Review (HER) article How Much Can We Boost IQ and Scholastic Achievement, noting that "the reaction stirred by this article" in the subsequent issues of HER "was sharp." Among the critics were J. M. V. Hunt, Jerome Kagan, David Elkind, while Carl Bereiter, James…

Critically reviews the current combined writing of Moynihan, Glazer, Herrnstein, Armor, Banfield, Jensen and others, discussing historical perspectives on inequality, the idea of equality, access to schooling as a means toward equality, unequal economic opportunity, and misrepresentations of the adequacies of the Black family. (JM)

This paper is the first chapter of a book and is divided into six sections. The first section discusses race taxonomy, the Negro American's origins from Africa, and the origin of race differences. The second section investigates the genetic aspects of race differences in intellectual performance, and includes a lengthy introductory discussion on…

Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and McCarthy Scales subtests were ranked according to relative reliance on left-cerebral-hemisphere function. Results suggest that black-white IQ discrepancies may be partially explained by differences in hemisphericity. (Author/RD)