And here is an old, but interesting article about a minority woman whose child was refused IQ testing because at that time in California it was deemed racially and culturally biased. I don't know if this is still the case in California:
I firmly believe that racial and ethnic differences in IQ have very little to do with racial genetics per se, although individual genetics may play a part. Many of these studies point out that the issues are many times multifactorial, but the bottom line seems to lie in the cultural milieu the child is exposed to.
I think it's also important to understand individual's different learning and or thought processing characteristics to help determine each person's potential.
It's not realistic, nor is it the responsibility for a society to expect to make every child a potential neurosurgeon. The function of education as I see it is to prepare the child for the ability to earn a decent living, whether as a tradesperson, in the service field or as a professional. However, the solutions to childhood education, particularly in minorities will not be quick and easy. Teaching children of any race that they are victims and oppressed by the racial majority, and that the values of professionalism, timeliness, hard work and education are vestiges of a supremacist culture will be extremely counterproductive.
I am linking to an article on the effect of violence exposure of kids to learning and IQ, for one instance:
https://jamanetwork.com/journals/jamapediatrics/fullarticle/191640
Here is an abstract on racial differences in IQ, linked to the intellectual home environment:
https://psycnet.apa.org/record/1978-06591-001
Here is another study on Black children adopted into White homes:
https://www.nytimes.com/1976/04/18/archives/an-iq-study-of-black-children-in-white-homes.html
Here's an Indian study on the relationship of environment and genetics on intelligence:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5479093/
And here is an old, but interesting article about a minority woman whose child was refused IQ testing because at that time in California it was deemed racially and culturally biased. I don't know if this is still the case in California:
https://www.washingtonpost.com/archive/politics/1987/07/06/iq-tests-restricted-by-race/9c85a956-4ec9-4dfa-8191-70af9c1ff0cb/
I firmly believe that racial and ethnic differences in IQ have very little to do with racial genetics per se, although individual genetics may play a part. Many of these studies point out that the issues are many times multifactorial, but the bottom line seems to lie in the cultural milieu the child is exposed to.
I think it's also important to understand individual's different learning and or thought processing characteristics to help determine each person's potential.
It's not realistic, nor is it the responsibility for a society to expect to make every child a potential neurosurgeon. The function of education as I see it is to prepare the child for the ability to earn a decent living, whether as a tradesperson, in the service field or as a professional. However, the solutions to childhood education, particularly in minorities will not be quick and easy. Teaching children of any race that they are victims and oppressed by the racial majority, and that the values of professionalism, timeliness, hard work and education are vestiges of a supremacist culture will be extremely counterproductive.