Places Everyone! IQ Heritability, Ideology, and Education

Auteurs-es

  • William H. Tucker Rutgers University, Camden

DOI :

https://doi.org/10.11575/jet.v32i3.52533

Résumé

Since the invention of the intelligence test, there have been frequent claims that the existence of a substantial genetic component to IQ scores has important implications for education. From Terman to Herrnstein and Murray, the social scientists most prominently associated with this position, however, have invariably viewed IQ as the basis for determining a student's social and occupational future at an early age and providing an education to match. Thus the supposed significance of gen etic influence on IQ has invariably reflected a particular ideological view of the purpose of education and its relation to the state that is rooted in conservative political thought.

Biographie de l'auteur-e

William H. Tucker, Rutgers University, Camden

William Tucker is professor of Psychology at Rutgers University in Camden, New Jersey. He received his doctorate from Princeton University, where he was an Educational Service Psychometric Fellow, but has preferred to do research on, rather than in, psychometrics. He is the author of The Science and Politics of Racial Research (University of Illinois Press, 1994).

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Publié-e

2018-05-17

Numéro

Vol. 32 No. 3 (1998)

Rubrique

Articles

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