Reports a study designed to determine whether the association of the contrasting traits of caution and creativity with school achievement found in a group of black lower-class elementary school children also occurs in middle-class white school achievers. (Author/JM)

In this essay, the authors question the undisputed assumption underlying both sides of the IQ controversy in the United States: that IQ is of basic importance to economic success. Instead, social class background is the key factor. (DM)

While the hoopla over their concessions to equality rages on, white educational institutions quietly restore the status quo. (DM)

Discusses the differences between students who learn to work with their heads as contrasted with those who work with their hands. Suggests structural changes designed to close that separation. (RK)

Intelligence tests deserve careful examination before continuing to blindly promote their use as instruments of power over the lives of many Americans. (DM)

Discusses the controversial views of Harvard psychologist Richard Herrnstein, one of the more intellectually respectable of a recent crop of scientific apologists for social inequity." (Author/DM)

The injustices practiced by the European invaders upon the Native Americans led to moral and physical privation. (FF)

Supports the belief theory of prejudice which states that racial prejudice is the result of the anticipation of belief differences. (Author/ML)

Based on senior author's M.A thesis in Psychology at Howard University. Examines race and social class differences in the expression of fear of success (termed M-s) in college women. Hypothesis that black women would show less M-s than white women was supported. Social class differences not found. (RJ)

In addition to ethnic origin, the subjects were further grouped by social class, middle and lower only. Social Class was a more important factor than ethnic origin in WISC differences; and, nonverbal ability differences (Cohen factors) were found to relate only to S's membership in a particular social class." (DB)

Fifth article in a sequence that originated with a controversial article by Arthur R. Jensen (1969) criticized by Richard J. Light and Paul V. Smith (1969) and countercriticized by the author (1971). (SE)