The Bell Curve: Intelligence and Class Structure in American Life

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The Bell Curve: Intelligence and Class Structure in American Life Page 101

by Richard J. Herrnstein


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  Index

  Abecedarian Project, 406-409, 574

  Abuse: see Child abuse and neglect

  Achievement tests, black and white differences in IQ and, 290-293, 554-556, 562-567, 662-664

  Adams, John, 531

  Adoption, 309-311, 410-413

  Affirmative action

  in higher education, 36, 447-477

  admissions policy and, 458-468

  black dropout rates and, 473-474

  costs of, 470-475

  ethnic premium for, 449-458

  graduate schools in arts and sciences, 457-458

  impact of, 469-470, 574-575

  law schools, 455-456

  medical schools, 456-457

  policy options for, 475-477, 574-575

  racial animosity and, 473

  rationale for, 458-468

  undergraduate schools, 451-455

  in the workplace, 479-507

  employment tests and, 481-484, 502, 679-687

  federal regulation of, 481-483, 485-491, 679-687

  impact of, 485-492

  job productivity and, 492-498

  policy options for, 498-508, 574-575

  race norming and, 503-504

  Affluent class

  coalition with cognitive elite, 514-518, 569

  economic growth and, 516-517

  elite college attendance by, 41-42

  senior business executives and, 58

  African Americans: see Black and white differences; Blacks

  African IQ, 565-566

  Age

  heritability of IQ and, 108

  at marriage, 169-171

  of mother

  dysgenesis and, 351-352, 354-355

  low-birth-weight infants and, 216-217

  as predictor of job productivity, 81

  Aid to Families with Dependent Children (AFDC), 191-193; See also Welfare dependency

  Albemarle Paper Co. v. Moody (1975), 684, 687

  American College Testing (ACT) examination, 291, 294, 664-665

  American Enterprise Institute (AEI), 553

  Annual family income: see Income

  Aristotle, 255, 531

  Armed Forces Qualification Test (AFQT), 73-74, 120, 277-278, 603-616, 667-668

  Armed Services Vocational Aptitude Battery (ASVAB), 75-76

  Asian-American(s)

  immigrants, 359-360

  reverse discrimination and, 453

  and white differences

  in IQ, 272-276, 299-301

  in test scores, affirmative action and, 451-453, 455, 456, 458

  Assortative mating, 110-113

  Attacks on The Bell Curve, 556-574

  Bean, Frank, 347

  Bell curve, 572, 574, 580-582

  Bender, William J., 29, 41

  Benton, David, 392

  Besharov, Douglas, 208

  Bias: see Test bias

  Binet, Alfred, 2

  Bishop, John, 421-422, 437-438

  Black(s)

  differences with whites: see Black and white differences

  dropout rates of, 473-474

  immigrants, 359, 360, 363

  Black and white differences

  in aptitude test scores

  affirmative action and, 451-458

  narrowing gap in SATs, 292, 294-295, 662-664

  in educational attainment, 319-320

  in fertility, 352-357

  in income, 322-327

  on indicators of social problems

  cognitive outcomes for children, 337-338

  crime, 338-339

  developmental outcomes for children, 336-337

  home environment for children, 334-336

  illegitimacy, 330-331


  labor force dropouts, 327-328

  low-birth-weight infants, 332-334

  marriage rates, 329, 330

  poverty, 326-327, 333-334

  unemployment, 327-329

  welfare dependency, 331-332

  in IQ, 276-295, 562-566

  affirmative action and: see Affirmative action

  African-Americans compared with African blacks, 289-290, 565-566

  computation of, 278

  diminishing trend in, 290-295, 661-666

  dropout rates and, 474

  genetic explanation of: see Genetic factors in IQ

  magnitude of, 276, 277-280

  socioeconomic status and, 286-288

  standardized tests and, 276

  test bias and: see Test bias

  uncertainty within scientific community about, 295-296

  in Middle-Class Values Index, 339-340

  in occupational status, 320-322

  Blackburn, McKinley, 97

  “Black English,” 660

  Bok, Derek, 66, 80

  Borjas, George, 361-364

  Boykin, Wade, 306

  Brigham, Carl C., 5, 6

  Broken homes

  crime and, 249-250

  illegitimacy and, 184-186

  Brown University, 43, 453

  Browne, Malcolm, 553

  Burger, Warren, 682

  Burt, Cyril, 11, 12, 16

  California Psychological Inventory, 7

  Cameron, Steve, 147-148, 151

  Carroll, John B., 16, 559

  Case, Clifford, 683

  Cattell, Raymond, 15, 345-346, 366

  Centiles. See Percentiles.

  Chan, J. W. C., 273

  Child abuse and neglect

  parental IQ and, 211-213

  socioeconomic status and, 207-210

  Child development

  behavioral problems in older children, 226-227, 383

  ethnic differences in, 336-337

  home environment for: see Home environment for child development

  index of problems, 227-229

  low-IQ prevalence among mothers and, 382-384

  motor and social development, 226, 383

  poverty and, 229-230

  temperament, 226, 383

  welfare dependency and, 229

  Children; See also Child development; Infants; Parenting

  adoption of, 309-311, 410-413

  development of civility in, 256-258

  impact of cognitive stratification on, 519-520

  raising IQ of: see IQ: raising

  of single mothers: see Single mothers

  Cigarette smoking, 214

  Citizenship: see Civility

  Civility, 253-266, 574

  defined, 254

  IQ and, 567

  Middle-Class Values Index and, 263-266, 339-340

  political participation as outcropping of: see Political participation

  Civil Rights Act of 1964, 394, 482, 485-487, 490, 491, 679-681

  Civil Rights Act of 1991, 482, 504, 687

  Civil Service Commission, 684

  Coaching for test, 400-402, 657-659

  Cognitive ability, use of term, 22; See also Intelligence; IQ

  Cognitive classes and social problems, 117-266

  definition of cognitive classes, 120-122

  National Longitudinal Survey of Youth (NLSY) and, 118-120, 124

  presentation of statistical results, 122-126, 617-647

  specific problems: see Civility; Crime; Family matters, Labor force dropouts; Physical disability; Poverty; School dropouts; Unemployment; Welfare dependency

  Cognitive elite, 25-115, 575

  assortative mating and, 110-113

  characterization of, 509-511

  coalitions with affluent, 514-518

  custodial state scenario and, 523-526

  educational stratification: see Educational stratification

  heritability of IQ and, 105-110, 554

  isolation within, 512-513

  job productivity: see Job productivity

  meritocracy and, 511-512

  occupational stratification: see Occupational stratification

  physical separation of, 101-105

  rules generated by, 541-546

  white underclass and, 521

  Cognitive stratification, 25-27; See also Cognitive classes and social behavior; Cognitive elite

  impact of, 509-526

  benefits, 511-512

  on children, 519-520

  coalitions of cognitive elite and the affluent, 514-518

  emerging white underclass, 520-521

  isolation within cognitive elite, 512-513

  spatial concentration, low cognitive ability, and underclass behavior, 522

  Coleman, James S., 394-396

  Coleman report, 275, 394-396

  College admission requirements, 41, 431, 439

  College Board Achievement Tests, 662-664

  College enrollment

  affirmative action and: see Affirmative action: in higher education

  in elite colleges, 37-39, 112

  feminist movement and, 112

  growth of, 30-32

  probability of, 32-35

  College grades

  cognitive test scores as predictors of, 471-472

  as predictor of job productivity, 81

  College graduates

  divorce probability and, 175-176

  educational stratification and, 30-32, 35-36, 45-50

  ethnic differences and, 319-320

  fertility of, 349-350, 353-354

  illegitimacy and, 184

  income stratification and, 94, 95

  low-birth-weight infants and, 217

  marriage probability and, 172

  occupational stratification and, 59, 60, 64-65

  parenting and

  cognitive outcomes, 232

  developmental problems, 229

  home environment for child development, 225

  poverty throughout childhood, 220

  poverty and, 135-136, 220

  socioeconomic status and, 151-153

  unemployment and, 164-166

  voting behavior and, 259

  welfare dependency and, 196, 198-199, 201

  Colleges, elite, 37-43, 47-50, 112, 451-457

  Collins, Marva, 399

  Compensatory education, 398-399

  Competitive fairness, 512-513

  Consortium for Longitudinal Studies, 405-406

  Consortium on Financing Higher Education (COFHE), 451

  Cook, Philip, 42-43

  Correlation coefficient, 2-3, 67-69, 585-588

  Credentialing, 64-65, 69, 325-327, 445, 474, 503, 542

  Crime, 235-251, 567

  broken homes vs. IQ and, 249-250, 572

  educational attainment and, 250-251

  history of study of link between IQ and, 241-242

  importance of link between IQ and, 241-242

  incarceration, 247-250, 365, 367

  increase in, 236-237

  low-IQ prevalence and, 375-376, 567, 568, 572

  psychological theories of, 237-241, 245

  self-report data, 245-250

  socioeconomic status, vs. IQ and, 248-250, 567

  sociological theories of, 237-241

  types of criminal involvement by IQ, 246-248

  Crystallized intelligence, 15

  Cultural bias: see Test bias

  Cultural content of test items, 281-282

  Cultural explanations of ethnic differences in IQ, 304-307

  Custodial state, 523-526

  Darwin, Charles, 1, 343

  Demographic transition, 343-345

  Demography of intelligence: see Dysgenesis

  Dependent variable, 122, 570

  Development, child: see Child development

  Digit span test, 283, 306

  Disability, 161-163, 365, 367

  Disciplining of children, 205-206

  “Disparate im
pact” in antidiscrimination law, 482, 681-686

  Divorce

  by cognitive class, 173-174

  educational attainment and, 175-176

  intergenerational transmission of, 176-177

  low-cognitive-ability prevalence and, 379-380, 567

  single mothers and poverty among children, 137-141

  socioeconomic status vs. IQ and, 174-175

  Dropouts: see Labor force dropouts; School dropouts

 

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