The debate about race superiority based on the level of intelligent quotient is an issue that raises significantly conflicts. Many research papers have been written, favoring the superiority of one race against the other.
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This paper provides a comparison between a research carried out by Suein Hwang and Richard E. Nisbett.
According to Hwang, a mistake that the 15- point difference in I.Q between Africans and the whites is attributable to their genetic difference was advanced with wrong evidence. Rather, Hwang argues that the evidence supports that I.Q differences are environmental, not genetic.
The difference in I.Q. between Africans and whites has also been attributed to the smaller size of brain size among the Africans. However, the difference in brain size is considerably higher between men and women, yet men and women score nearly the same in I.Q. tests.
Some of the people living in Ecuador having smaller brain sizes and yet their I.Q. is as high as those of their unaffected relatives. The intermarriages between Africans and Europeans show no significant difference in I.Q.
According to a research by community college the blacks did quite as well as the whites on their ability to learn new words. As a result of the decreased I.Q. difference between African and Whites fro 15 to 9.5 points, Hwang argues that all children have the same ability to develop their minds.
On the other hand, Richard argues that there is a notable difference in schools between Asians and Whites. Many parents are taking away their children from public schools to private ones. They argue that the schools are not well rounded and as such focus largely on the academics at the expense of other extracurricular activities.
Else, they say that the schools are too Asian. The exodus of the whites from these schools is largely based on race-based presumptions, not all of which are positive. For instance: Asian parents are too competitive. This is a stereotype of the whites who see the increasing Asian population as a threat.
In this paper, Richard documents that in Cupertino’s schools the whites always end up in the stereotyped class of underachievers. In one of the lowest-level math class, the students are an electric mix of the whites, Asians and other racial groups.
This is a clear indication that no race that lacks those that are intellectually superior and inferior ones. A further example is given where in an advanced chemistry level class there are only few Whites with the rest being Asian in Cupertino.
In this school, the principal explains that all races go alone well, but the Whites suffer from the ‘white-boy syndrome’. This means that the children who are white feel as distinguished minority among a majority culture.
The Asian parents feel that it is not the academic competition the Whites are uncomfortable with in the schools but the academic competition with Asian-American. Some of the schools have been blamed of overemphasizing the academics at the expense of developing other critical aspects in a student.
Form the above; we can conclude that it is not the race that determines the I.Q. quotient of an individual. Whites, Asians and Africans have the potential to develop their I.Q.
It is also clear that changes in amount of wealth and environmental changes can contribute to I.Q. change. The drop of I.Q. from 15 to 9.5 points between the whites and Africans can be indirectly connected to change in the social factor.