content: It's true they can not see their own faces...many are afraid to go public without risk of being shnned, banned or called a nazi. Scientists have not yet identified most of the genes that affect test performance, so we have no direct genetic evidence regarding innate cognitive differences between blacks and whites. But we have accumulated a fair amount of indirect evidence since 1970. Most of it suggests that whether children live in a "black" or "white" environment has far more impact on their test performance than the number of Africans or Europeans in their family tree. A few years before, American psychologist and education researcher Lewis Terman had drawn connections between intellectual ability and race. https://www.cambridge.org/core/journals/history-of-education-quarterly/article/div-classtitlegateways-to-the-west-part-ii-education-and-the-making-of-race-place-and-culture-in-the-westdiv/8A08635C3AE273CE221B14C201481248     Taken as a whole, then, what we have characterized as the "traditional" explanations for the black-white test score gap do not take us very far. This has led some people to dismiss the gap as unimportant, arguing that the tests are culturally biased and do not measure skills that matter in the real world. Few scholars who spend time looking at quantitative data accept either of these arguments, so they have had to look for new explanations of the gap. These new explanations can mostly be grouped under two overlapping headings: culture and schooling. Bell Curve is not, strictly speaking, “about” race and IQ? Sudan, Congo, Niger, Kenyan 5-year olds can't recognize their reflection in a mirror http://www2.psych.ubc.ca/~henrich/pdfs/Journal%20of%20Cross-Cultural%20Psychology-2010-Broesch-%20Cultural%20Variations%20in%20Children%27s%20Mirror%20Self-Recognition.pdf AFRICAN AMERICANS currently score lower than European Americans on vocabulary, reading, and mathematics tests, as well as on tests that claim to measure scholastic aptitude and intelligence. This gap appears before children enter kindergarten (figure 1-1), and it persists into adulthood. It has narrowed since 1970, but the typical American black still scores below 75 percent of American whites on most standardized tests. On some tests the typical American black scores below more than 85 percent of whites? Alongside the widespread use of I  2ffa  Q tests in the 20th century was the argument that the level of a person’s intelligence was influenced by their biology. Ethnocentrics and eugenicists, who viewed intelligence and other social behaviours as being determined by biology and race, latched onto IQ tests. They held up the apparent gaps these tests illuminated between ethnic minorities and whites or between low- and high-income groups. http://www.jstor.org/stable/20373194 Some maintained that these test results provided further evidence that socioeconomic and racial groups were genetically different from each other and that systemic inequalities were partly a byproduct of evolutionary processes. But in their darkest moments, IQ tests became a powerful way to exclude and control marginalised communities using empirical and scientific language. Supporters of eugenic ideologies in the 1900s used IQ tests to identify “idiots”, “imbeciles”, and the “feebleminded”. http://search.lib.cam.ac.uk/?itemid=%7Ccambrdgedb%7C2174447 These were people, eugenicists argued, who threatened to dilute the White Anglo-Saxon genetic stock of America.