SURPRISING!!! As US Says The Most Brilliant In The World Are Africans From...
Igbos are the most brilliant black african race…US academic report 2015If only environmental factors were responsible for the different IQs of different populations, we should expect to find some countries where Africans had higher IQs than Europeans. The failure to find a single country where this is the case points to the presence of a strong genetic factor.” Richard Lynn.
“Regression would explain why Black children born to high IQ, wealthy
Black parents have test scores 2 to 4 points lower than do White
children born to low IQ, poor White parents.” Arthur Jensen.
The fact that black immigrants to the United States have shown
achievements that are superior to native black Americans has been a
phenomenon studied since at least the 1970′s. At first it was just the
Caribbean blacks who were a subject of this unexpected outcome. As black
Africans kept immigrating into the US, they showed even higher levels
of achievement than the native blacks. Many scholars theorized on the
reasons for these differences, from Thomas Sowell’s proposal that this
disproved the validity of discrimination against native blacks as an
explanation for their underachievement (Sowell, 1978), to other scholars
who suggested that these immigrants were just the most highly driven
members of their home countries as evidenced by their willingness to
migrate to a foreign country (Butcher, 1990).
What most of these theories failed to predict was that the children
of these immigrants would also show exceptional achievements, especially
academically. It is only in recent years, as the immigrants have stayed
long enough to produce a sufficiently high number of offspring, that it
has been observed that they are over-represented among high academic
achievers, especially when compared to native blacks, particularly at
very elite institutions. What has been missed in the IQ debate is the
full logical implication of these achievements: they have effectively
nullified any arguments for a racial evolutionary explanation of the
well-known IQ test score gap between blacks and whites. Even more fatal
for the racial hereditarian side of the debate has been the
corroborating data of school children performance in the UK,
particularly when the black Africans are divided into their respective
nationalities and tribal ethnicities, as reported in the latter section
of this article.
Arthur Jensen gave at least two empirical tests that could
potentially falsify his thesis of a race based genetic explanation for
the black-white IQ gap. Firstly, if the gap is caused by genetic racial
differences, the blacks with more white admixture should tend to show a
higher IQ than blacks with less whiteness. Secondly, “regression to the
mean” implies that children (or siblings) of extraordinarily high IQ
blacks should tend to a lower IQ than the children or siblings of
similarly high IQ whites. Social experiments concerning the first test
have not been decisive, especially due to the difficulty of separating
out environmental factors since lighter American blacks have
historically faced more favorable socioeconomic conditions. The second
test did indicate some evidence of regression to a lower black mean for
African Americans, which only means that the racial genetic hypothesis
was not nullified; it remained a valid proposition. Until now.
Using Jensen’s own empirical framework, the racial genetic hypothesis
can be tested by comparing black African immigrants with native blacks,
intellectually. If the genetic hypothesis is correct, children of elite
African blacks will tend to have lower IQs than children of native
black Americans, and perhaps even lower than children of low IQ blacks,
the same phenomenon observed between American blacks and whites since
native blacks are basically “more white” than African (or Caribbean)
immigrants.
In the US, it is not only at elite universities where there is a
clear over-representation of black immigrant children, it is also at
public gifted schools and any kinds of intellectually gifted programs
that are highly selective on intelligence. For example, when the New
York Times did a story to show the experiences of blacks at Stuyvesant
High School in New York, they had to use the personal account of a West
Indian black child there (Ann-Marie Miller); if they had many native
blacks, that would have certainly been their preferred subject.
Furthermore, the only other student who was interviewed for that
article, Opraha Miles, a former president of the black student society
at Stuyvesant, also just happened to be Jamaican; no black American
student was mentioned in the story. A close look at a number of other
such institutions shows even more clear evidence of a tendency for black
immigrants to be over-represented as selectivity requirements for an
academic institution (or complexity of a subject) goes higher.
In the world of intellectually gifted schools, perhaps the most
selective in the United States is a special program called the Davidson
Academy started by Jan and Bob Davison in 2006 in Reno, Nevada. The tiny
school boasts of selecting only the most profoundly gifted children
(the highest of the five levels of giftedness) whose IQ is so high that
“only one in every ten thousand children in America” can qualify to the
school in any one cohort; it is more selective than Stanford or Harvard
can ever be. The school makes no efforts or pretensions to affirmative
action and as such, they have had very little “diversity.” However, a
search through the promotional materials of the school for a black
student – all schools and colleges will always show some black faces in
their promotional materials if they have any – reveals that they have
had at least one black student, and it was, unsurprisingly, an
Igbo student.
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