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Social Class, Race, and Genetics: Implications for Education

Arthur R. Jensen
American Educational Research Journal
Vol. 5, No. 1 (Jan., 1968), pp. 1-42
Stable URL: http://www.jstor.org/stable/1161699
Page Count: 42
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Social Class, Race, and Genetics: Implications for Education
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Abstract

Present educational practices have proved unsuccessful in providing a segment of our population with the knowledge and skills needed for economic self-sufficiency in our increasingly technological society. Literal equality of educational opportunity will fall far short of solving this problem. Failure to give due weight to the biological basis of individual and group differences in educationally relevant traits and abilities (some of the evidence for which is reviewed in this paper), in addition to social-environmental factors, may hinder efforts to discover optimal instructional procedures suited to a wide range and diversity of abilities. Inappropriate instructional procedures, often based on the notion that all children learn in essentially the same way except for easily changed environmental influences, can alienate many children from ever entering upon any path of educational fulfillment.

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