Those children were on their way to the science museum to complete their AP Chemistry research paper, and were totally fearing for their lives by this cracka racist KKK Nazi that radiated the smug slave owner white privilege aura that set off a trigger in this fine lads that caused them to assume a justifiable defense posture that helped them avoid a lynching!
Justice for....these guys! Burn this b*tch down!!!!
IQ DistributionThe data are even more depressing on the downside. An IQ in the 70-75 range, which many psychologists would label "borderline retarded," implies a life that is guaranteed to be short of opportunities. Very few students in that range will absorb much of what elementary schools teach, and virtually none will graduate from high school; few will succeed in finding and keeping good jobs. None will be admitted into the armed forces (required by law to screen out the lowest ten percent of the distribution). The bad news is that a substantial minority -- apparently more than one in five -- of American blacks have IQs below 75. Around one in twenty whites are below 75.
The black-white gap is 15 points when measured on the Wechsler tests, 18 on the Stanford-Binet. Both tests are, of course, normed so as to produce an average of 100, but the white average is a bit higher. On the Wechsler metric, whites and blacks average 102 and 87, respectively. On both tests, the gap between the races is almost exactly 1 SD (standard deviation). The gap of 1 SD has been observed since the earliest days of intelligence testing.
There are also significant black-white differences in the structure of mental abilities. The test-score patterns show that the two groups are good at different things. On average, whites do better on all the subtests, but their margin of superiority varies considerably from one subtest to another. Or look at it this way: If you took a sample of black and white children, all of whom had scored around 100 on the WISC-R -- that is, the black kids in the sample were above the black average -- you would expect to find significant black-white differences on six of the thirteen subtests. The average black kid would do better on Arithmetic and Digit Span; the average white kid would do better on Comprehension, Block Design, Object Assembly, and Mazes ...
These subtest differences have one common theme, and its name is g. The tests on which the gap is greatest are those with the most g-loading -- which means, in general, those that call most heavily on reasoning and problem-solving abilities. The June 1985 issue of The Behavioral and Brain Sciences carries a long report by Arthur Jensen analyzing eleven sizable studies of black-white IQ differences. The underlying data had been collected by different researchers at different times (but none before 1970). All the studies had several things in common: All were based on large population samples, all measured a broad range of mental abilities, and all included black-white breakdowns of their various subtests.
In all eleven studies, Jensen found consistently strong positive correlations between the size of the black-white gap on subtests and the extent to which the subtests called on g ... The correlation coefficient, after appropriate adjustments, appears to be well above .60.
In other words, the black-white IQ gap is in large measure a reflection of differences in reasoning and problem-solving ability.
This was not exactly news in 1985. Long before Jensen set out to quantify the "g effect" in black-white differences, it was generally well known that the differences were greatest in measures of abstract reasoning, not so great in measures of verbal skill, smallest of all in memory and rote learning.
Excerpted from A Question of Intelligence: The IQ Debate in America (New York: Birch Lane, 1992), 150-153.