Racial Disparities -- Why They Persist No Matter What

There is a link between intelligence and the ability to generate and maintain an advanced economy, and the racial link between IQ and achievement is abundant. Also, the evidence shows that IQ is genetic -- that it is inherited. From this it is obvious that different races, when sharing the same geographic area, will continue to display the inherited characteristics of their original racial groups, providing they do not racially mix to any significant degree.

At the core of the "blank slate" ideology is the idea that all disparities in achievement between individuals and races can be closed by altering the environment in which these individuals or races find themselves. This belief is grounded in the idea that everyone is born equal, with equal talents, equal ability, and equal potential, and that it is only adverse circumstances which prevent everyone from forming a perfect society in which equality reigns supreme.

Unfortunately, this ideal is completely at odds with the natural order, which is based upon the inherent principle of inequality. Nothing in nature is equal, and the very balance of the natural world order is based upon a hierarchy.

When it comes to humans, this natural order is only distorted by the ability to philosophize on moral questions. Our ability to think abstractly about what is right and what is wrong differentiates us from the strict hierarchy of nature, but it does not exclude us from the natural order.

In this way it is a simple fact that certain races have higher IQs, and higher creative ability than others. As a general rule, certain selected groups of northeast Asians have the highest IQs, followed by Europeans, followed by other Asians, followed by selected mixed-racial groups, followed by Africans, Australian aborigines, and Bushmen -- all in that specific order.

The link between IQ and achievement is obvious, if anyone gave it a moment's real consideration. The fact that scientists actually have to produce books and tables to prove that higher intelligence equates to higher achievement, is an indication of just how insidious the "blank slate" ideology has become.

There is no need for scientists to produce papers, for example, "proving' the existence of gravity, of wind, of the existence of different breeds of dogs or horses, and so on.

However, when it comes to something as obvious as human intelligence, it seems that it is automatically required to prove something which anyone can see with the naked eye.

Low IQ is, of course, not racially exclusive. Low IQ people of any race are at a permanent disadvantage in a competitive environment. Everyone reading this article knows, or has met someone, who is obviously "stupid." One does not need a scientific study to "prove" that a person is "stupid" or not. That individual's level of achievement, whether it be academic, socioeconomic status, or even basic conversational skills, displays the level of that person's intelligence for all to see.

Indeed, everyone also knows that intelligence is inherited. Everyone knows that intelligent people will usually have intelligent children, and that "stupid" people will usually have "stupid" children. Despite this, the "blank slate" ideologues have been successful in making many people doubt that intelligence is inherited among groups in the same way that it is inherited among individuals.

Evidence of the racial link between IQ and achievement is abundant. This differentiation explains why the high IQ groups in India, for example, continually outperform the low IQ groups in that country. This same effect can also be seen in China, Europe, South America (see Brazil as a classic test case [1]), and all over the world.

There are a myriad of examples where a certain trait -- be it musical, artistic, or scientific -- is passed down through a family. One only has to think of the Strauss or Wagner families as classic examples of the inheritance of defined cognitive ability.

This is accepted by everyone as a simple fact -- but as soon as it is applied to groups of people, or races, then it becomes "controversial," or even "racist," and, if believed at all, needs to be proven with scientific studies.

This atrocious situation allows the BLM ideologues and race-deniers the opportunity to blame whites for everything bad that happens to nonwhites. It has therefore become necessary to address these claims and refute them with scientific research, even though the lie should be apparent to anyone with a modicum of common sense.

Perhaps the most important works showing the link between IQ and achievement are the books, IQ and the Wealth of Nations, [2] IQ and Global Inequality, [3] and the 2012 work, Intelligence, A Unifying Construct for the Social Sciences, [4] all written by Richard Lynn (former professor emeritus of psychology) and Tatu Vanhanen (professor of political science). [5]

The latter of these books, Intelligence, A Unifying Construct for the Social Sciences, is the least known of these scientists' works, but is without question the most important. It summarizes all the data of the previous works, and deals with a large number of other socioeconomic conditions which are all highly relevant to refuting the claims of "systemic racism."

That work, through careful analyses of all available data drawn from the most authoritative sources possible, proves beyond any doubt that differences in education, intelligence, income, poverty, social inequality, political expression, gender inequality, corruption, health, fertility, infrastructure development, and crime, are all dependent upon racially-based IQ scores. [6]

In every instance, the scientists found a direct correlation between average racial-national IQs and socioeconomic factors. The importance of this work cannot be overestimated, and it is therefore worthwhile to give a brief overview of some of its pertinent discussion points and conclusions.

The fact that intelligence predicts educational attainment in individuals has been proven beyond a shadow of a doubt in studies dating back to the early part of the twentieth century. These studies have shown that IQ measurements in young children and adolescents can also predict how long that individual will even stay in education. The reason for this is that children with high IQs do well at school and find school rewarding, so they opt to remain in education longer than those with lower IQs who tend to find school unrewarding.

Lynn and Vanhanen point out that the argument that intelligence and educational attainment arises through the "common effects" of social economic circumstances is incorrect because the "correlation between parental socioeconomic status and their children's educational attainment obtained from a meta-analysis of almost 200 studies is only 0.22." [7] [8]

As Lynn and Vanhanen say, "such a low correlation could not account for much of the higher association between children's IQs and their educational attainment."

The only reasonable explanation of correlations between IQ and achievement, as demonstrated by practical reality, history, and numerous studies, is that "intelligence has a direct causal effect on educational attainment" because "IQ determines the efficiency of learning and comprehension of all cognitive tasks."

Lynn and Vanhanen are careful to point out that the correlations between IQ and subsequent educational attainment are not perfect, because educational attainment is partly determined by motivation, interests, compliance, and the effectiveness of teaching.

But this does not change the overall picture, which can perhaps be crudely summed up with the following example: sending an IQ 80 person to Harvard under the best of environments will not raise that person's potential to achieve above that of an 80 IQ score.

On the question of higher creativity, Lynn and Vanhanen make an interesting observation with regard to the higher IQs of certain groups in Asia. Although China, Japan, Korea, Singapore, and Hong Kong boast the world's highest IQs, they produce the fewest Nobel Prize winners and far fewer innovations and inventions than Europe or North America.

They speculate that the only obvious explanation for this fact is that "the Northeast Asian peoples have lower creativity than the Europeans," who have won nearly all the Nobel prizes for science. [9]

Moving on to the question of what constitutes a cutoff point where tertiary education loses its effectiveness in helping to build society, Lynn and Vanhanen point out that the gross enrolment ratio in tertiary education is low in almost all countries below the national IQ level of 85, whereas it varies greatly above that level. "The pattern of the relationship implies that significant global disparities in tertiary education will most probably continue in the future," they say, adding that it "will be difficult for countries with low national IQs to raise the level of tertiary education, whereas it will most probably remain high in the group of countries with high national IQs."

Further research into the relationship between national IQ and research and development (R&D) shows that the value of R&D remains low for almost all countries below the national IQ level of 90, but rises steeply in most countries above this IQ level. This implies that a bare minimum national IQ level of 90 is needed to extend research activities significantly.

In conclusion on this topic, Lynn and Vanhanen point out that "national differences in tertiary enrolment ratios are so extensive and so strongly correlated with national IQ that it does not seem ever possible to achieve global equality in these fields of education."

Contrary to claims by the "blank slate" ideologues, there is a large body of research which conclusively links the positive effect of intelligence on earnings among individuals and nations. The most widely known work of this nature is Inequality: A reassessment of the effect of family and schooling in America, written by the Malcolm Wiener Professor of Social Policy in the Kennedy School of Government at Harvard University, Christopher Jencks. [10]

This extensive book synthesized American research and estimated that the correlation between intelligence and earnings is 0.31 (corrected for attenuation to 0.35). Jencks also stated that IQ was inherited, and that genetic factors contribute to income differences.

The argument that the "family environment is the common cause of children's intelligence and their subsequent adult earnings" is dismissed by Lynn and Vanhanen because extensive studies [11] have shown that the positive relation between childhood IQ and adult income is present when parental socioeconomic status is controlled.

Furthermore, among pairs of brothers who have been raised in the same family and have experienced the same environment, the brother with the higher IQ in childhood has the greater earnings in adulthood. [12]

Once again, the link between a higher IQ and higher earnings is obvious. Individuals with higher IQs most often obtain advanced education which provides "complex skills, such as those required for professional and executive occupations, that command higher earnings." [13]

In addition, practical experience has also shown that higher IQ individuals work more proficiently, making them more productive and thus able to earn more than low IQ individuals. [14]

As Lynn and Vanhanen state: "From these studies showing that intelligence is positively and causally related to earnings among individuals, it can be predicted that this association should also be present across nations."

And this is indeed so. An evaluation of per capita income of various nations compared to their national IQ scores shows a direct correlation. Nations with higher average IQs have a much higher per capita income, while nations with lower IQs have a dramatically lower per capita income. Perhaps the most dramatic example of this fact is that the small European state of Belgium (population 11 million) and Australia (population 24 million) each have GDPs larger than 41 African states -- and their populations of more than 990 million all added together. [15]

No clearer proof could be provided that achievement is linked to IQ and race, and not "environment."

There are also several studies which have shown a "robust" link between low intelligence and lengthy unemployment. This is not to say that only low IQ people can be unemployed, but that the statistics show that low-IQ individuals make up a disproportionate share of the long-term unemployed.

For example, a 1971 study in the United States found that the long-term unemployed had an average IQ of just 81. [16] A 1984 study reported that a sample of the unemployed in Northern Ireland had an average IQ of 92, [17] while the famous 1994 work, The Bell Curve, [18] found that in a sample in the United States, 14 percent of those with IQs below 74 had been unemployed for one month or longer during the preceding year. That work also found that the percentages of the unemployed declined in successively higher IQ groups to 4 percent among those with IQs above 126.

As outlined above, lower IQ individuals have lessened work proficiencies and are therefore less likely to be employed, exacerbating the problem. It is equally clear that this phenomenon is applicable to nations. There is a definitive link between national IQ and high rates of unemployment. Across the board, low IQ nations have higher rates of unemployment than high IQ nations.

The primary reason for this is that populations of low IQ countries are unable to manufacture or produce goods and services efficiently for sale on international markets, as compared with the populations of high IQ countries.

In this regard, it is instructive to review the International Monetary Fund's report on exports from Africa. According to those figures, [19] exports from Africa totaled about $463.1 billion in 2017 (a drop of more than 20 percent since 2013).

While $463.1 billion may sound impressive, in reality it represents a mere 2.6 percent of the world's total exports, which were valued at $17.581 trillion in 2017. Furthermore, 96 percent of Africa's exports are raw materials such as oil, diamonds, and gold. The remaining 4 percent is made up of cocoa, coffee, and cotton, while only a tiny percent is actually manufactured goods.

These figures take on an added ominous meaning when it is considered that Africa is the earth's second most populated continent, with more than 1.3 billion individuals.

Finally, these statistics serve as devastating proof of Lynn and Vanhanen's conclusion that there is a link between intelligence and the ability to generate and maintain an advanced economy. The racial implications of this are obvious. It means that Africans moving to Europe or America will, on average, achieve the same economic level they maintained in their home continent. This provides the obvious and most logical answer to the question of economic disparity between the races in multiracial societies -- and it has nothing to do with "white racism."

There is also a long-established link between good health and intelligence among individuals. A 2009 study published in the journal Intelligence showed that higher intelligence is associated with higher levels of physical activity, greater likelihood of taking vitamins, and reduced likelihood of smoking, all of which promote good health. [20]

In addition, there are numerous studies which have established the link between intelligence and life expectancy. A 2009 study in Australia, [21] for example, published in the journal Personality and Individual Differences, showed a clear link between longevity and intelligence in a review of over 2,000 test samples conducted over a period of seventeen years. Other studies [22] replicated in Sweden [23] and Scotland [24] have confirmed this link as well.

All of these studies have confirmed that low intelligence predicts high mortality. Even more interesting, the studies found that low intelligence is associated with several specific causes of death, such as death from lung cancer and other smoking-related cancers (mouth, pharynx, esophagus, larynx, pancreas, and bladder).

In addition, low intelligence is also associated with death from all cardiovascular diseases, coronary heart disease, stroke, and respiratory disease. The studies suggest three possible reasons for the link between intelligence and health:

While Lynn and Vanhanen referenced most of the work to nations and national IQ, it is clear from the list of nations and their respective IQs that there is a direct racial correlation to IQ levels and nation states as well.

The evidence shows that IQ is genetic -- that it is inherited. From this it is obvious that different races, when sharing the same geographic area, will continue to display the inherited characteristics of their original racial groups, providing they do not racially mix to any significant degree.

The coexistence of different races within a single geographic area will therefore be a reflection of the different IQ and achievement levels of their respective original "nations."

Herein lies the key to understanding why racial disparities continue to manifest themselves in multiracial societies. As behavior is genetically determined, changing the environment will not change inherited group behavior.

This biological reality is the cause of the racial disparities over which the "blank slate" ideologues complain so much -- and which they blame on "white racism."

However, as the facts show, these disparities existed long before the modern multiracial states, and are merely a reflection of group ability and achievement.

Once this is understood, all allegations of "systemic racism" can be seen for the hoax that they are.

Furthermore, the fact that so much of intelligence and behavior is overtly inherited, and is obvious to the naked eye, means that many of those who propagate the "blank slate" ideology are deliberately lying. It seems they are not motivated by a supposed desire for "equality" or "racial justice," but by a deep-rooted psychological hatred of white people.

The full extent of this hatred is revealed in the "Blame Whitey" syndrome which reaches such extreme proportions as to be ludicrous.

[1] See "A Study of the Intelligence of Children in Brazil," Fernandez, Maria, Mankind Quarterly, Vol. 42, No. 1, Fall 2001. The mean IQs of the four principal racial and ethnic groups are estimated as whites, 95; "browns," 81; blacks, 71; and Asians, 99. This explains why the commerce and industry of Brazil, along with its higher socioeconomic classes, are dominated by whites and Asians.

[2] IQ and the Wealth of Nations, Richard Lynn, Tatu Vanhanen, Praeger/Greenwood, 2002.

[3] IQ and Global Inequality, Richard Lynn, Tatu Vanhanen, Washington Summit Publishers, 2006.

[4] Intelligence: A Unifying Construct for the Social Sciences, Richard Lynn and Tatu Vanhanen, Ulster Institute for Social Research, London 2012.

[5] Because these works address the question of IQ and its relation to achievement, they are -- naturally enough -- condemned by the "blank slate" ideologues and so-called academics. However, given the full extent of the lies and deception for which these critics are already known, their attacks can be dismissed as yet more delusions based on their ideologically-motivated denial of the reality of genetically determined racial inequality.

[6] In any normal society, this book would certainly have won a Nobel Prize for science. However, because we live in an abnormal society which denies the existence of obvious things like racial differences, this hugely important work is barely known.

[7] "The relation between socioeconomic status and academic achievement," White, K.R., Psychological Bulletin, 91(3), 461-481, 1982.

[8] A brief explanation of the meaning of "correlation coefficient" might be necessary for those unfamiliar with the terms. A correlation is used in statistics to describe a relationship between two variables. A negative correlation describes the extent to which two variables move in opposite directions, and a positive correlation the extent to which two variables move in the same direction. Correlation coefficients are always values between -1 and 1, where -1 shows a perfect, linear negative correlation, and 1 shows a perfect, linear positive correlation. A "0" indicates no linear relationship at all. A 0.22 score would therefore indicate a weak connection between the two variables (in this case, socioeconomic status and academic achievement).

[9] "Race differences in intelligence, creativity and creative achievement," Lynn, R., Mankind Quarterly, 48, 157-168, 2007.

[10] Inequality: A reassessment of the effect of family and schooling in America, Jencks, C., Harper Colophon Books, 1981.

[11] Socio-economic Background and Achievement, Duncan, 0.D., Fetherman, D.L. and Duncan, B., New York, Seminar Press, 1972; and Jencks, C., 1981.

[12] Jencks, C., 1981; Income inequality and IQ, Murray, L.S., Washington D.C., AEI Press, 1998.; "Relationships among IQ score, education, and occupation in two generations," Waller, J.H., Social Biology, 18, 252-259, 1971.

[13] "Validity and utility of alternative predictors of job performance," Hunter, J.E. and Hunter, R.F., Psychological Bulletin, 96, 72-98, 1984; and "A meta-analytic study of general mental ability validity for different occupations in the European community," Salgado, J.S. et al., Journal of Applied Psychology, 88,1068-1081, 2003. One has to wonder that such studies were even necessary to prove such an obvious point.

[14] Hunter, J.E. and Hunter, R.F., 1984; The Validity of Occupational Aptitude Tests, Ghiselli, E.E., New York, Wiley, 1966; and "The validity and utility of selection methods in psychology: practical and theoretical implications of 85 years of research findings," Schmidt, F.L., and Hunter, J.E., Psychological Bulletin, 124, 262-274. 1998.

[15] "Countries and Economies," The World Bank Databank, 2020; "World Population Prospects 2019," United Nations Population Dynamics, Department of Economic and Social Affairs.

[16] "Unemployment: Economic or psychological? J.T. Toppen, Psychological Reports, 28.111-122 (1971).

[17] "Home background, intelligence, personality and education as predictors of unemployment in young people," Lynn, R., Hampson, S. and Magee, M., Personality and Individual Differences, 5, 549-558, 1984,

[18] The Bell Curve: Intelligence and Class Structure in American Life, Herrnstein, R. J. and Murray, C., New York: The Free Press, 1994.

[20] "Level of cognitive performance as a correlate and predictor of health behaviors that protect against cognitive decline in old age," Anstey, K. J., Low, L-F. and Sachdev, P., Intelligence, 37, 600-606, 2009.

[21] O'Toole, B. I. and Stankov, L. (1992). "Ultimate validity of psychological tests," O'Toole, B. I. and Stankov, Personality and Individual Differences, 13, 699-716, 1992.

[22] "Intelligence: is it the epidemiologists' elusive fundamental cause of social class inequalities in health?" Gottfredson, L. S., Journal of Personality and Social Psychology, 86, 174-199, 2004.

[23] "Cognitive ability in adolescence and mortality in middle age: a prospective life course study," Hemmingsson, T., Journal of Epidemiology and Community Health, 63, 697-702, 2009.

[24] Lifetime of Intelligence, Deary, I. J., Whalley, L. J. and Starr, J. M., Washington, DC: American Psychological Association, 2009.

[25] "Looking for 'System Integrity' in Cognitive Epidemiology," Deary I.J., Gerontology, 58:545-553, 2012.

Hope of Israel Ministries -- Proclaiming the Truth to the Modern Descendants of Ancient Israel!

Hope of Israel Ministries
P.O. Box 853
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www.hope-of-israel.org

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