Education and class: the irrelevance of IQ genetic studies

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Clarendon Press, 1986 - Education - 243 pages
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An important contribution to the nature-nurture debate, this book discusses the methods that are used to measure the social and genetic aspects of behavior and the results of behavioral experimentation. Beginning with an overview of the history and present state of the literature on inequality, its biological and social origins, and the nature of intelligence testing, the authors also discuss the theory and measurement of genetics, social structure, and IQ scores, and consider possibilities for improvement of scholastic achievement and access to universities. The book also includes an account of a remarkable French experiment in which children of blue-collar origin were adopted into upper-middle-class families, and analyzes the results of this significant study.

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Historical origins
Summary and conclusions
IQ scores school achievement and social class of origin

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About the author (1986)

Lewontin is Alexander Agassiz Research Professor at the Museum of Comparative Zoology, Harvard University.

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