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…

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)

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)

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)

Addresses the impact of the ideology of IQ testing on African Americans and Asians. Presents an overview and an analysis of scholarly treatises that illustrate that IQ testing continues to be one mechanism for maintaining racial prejudice and inequality in the United States. (JS)

Asian-American, White, and Black Children in grades 2-6 were tested for intelligence, achievement, and short-term memory. Factor analysis yielded two main factors: memory and general intelligence. The three groups differed distinctly at every grade level. Achievement correlated more with memory than with general intelligence. (Author/CP)

This book contains papers that discuss the "g factor" (general intellectual capacity) in discerning intelligence and how to influence the development of intelligence. The g factor relates to the theory that individuals who do well on one mental ability test tend to do well on other mental ability tests due to an innate ability. Chapters…

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

Reviewed are findings in the literature of racial differences in intelligence which are consistent in revealing "real differences in test performance between Negroes and whites." The interpretation that these racial differences are due to cultural bias in the tests is denied. A discussion of the genetic vs. environmental etiology of the…

In a study of the relationship between speed of information processing and general intelligence, vocational college students (50 black males and 56 white males) took eight different reaction time tests measuring the speed with which individuals perform various elementary cognitive processes, and a group test of scholastic aptitude (the Armed…

Once again intelligence tests are being used as the major basis to establish the genetically determined limitations of minority and economically disadvantaged groups. By reviewing the arguments regarding the I.Q. test and the hereditability of intelligence, the author compares these with two sets of phenomena: the I.Q. test scores and the…

The author refutes Humphrey's test of the Spearman hypothesis. A fair test requires that Black and White samples not be selected on any g-correlated variable, including socioeconomic status. Humphrey's factor analysis on test-score means of demographic groups, rather than on individuals, inflates g loadings and biases results. (LMO)

Examines Black social scientists' intellectual efforts, starting in the 1920s, to challenge research conclusions about the innate mental inferiority of Blacks, disclaim the validity of intelligence tests used, and demonstrate the influence of environment on test performance. Finds irony in Black intellectuals' use of the mental tests they…