‘Do Different Race of People Have Different Levels of Intelligence’. Critically Discuss This Claim.

First let me discuss intelligence; Intelligence can’t be pinned down to one central skill it is considered a very broad term. Spearman defines intelligence as well defined tests that correlate to give a measure of intelligence, a well known and widely used test is the intelligence quotient or IQ test (Eysenck 1971, p.53). On the other hand IQ according to Ashley Montague doesn’t measure intelligence; the make up of intelligence has no definitive term. Different circumstances form the abilities we name intelligence and without looking further into these circumstances such intelligence tests are worthless in measuring intelligence. Intelligence may be better defined as diverse accustomed abilities (Montague 1975, p.190). In the nineteenth century craniometrical measurements were used to measure intelligence however this type of technique has now been proven as incorrect science. The brain in mass, dimension and obscurity in the collection of variations have no merit to intelligence (Montagu 1975, p.191). Everything we understand and deduce as people we have understood from others. Research has proven individual experience moulds the growing brain and the later conduct of the person. The value of this individual experience is essential for the progression of analytical performance that we refer to as “intelligence” (Montagu 1975, p.191).

The whole argument between race and IQ needs to be treated with caution. Eysenck defines race as groups of people with different hereditary and physical traits (Eysenck 1971, p. 36). Race and intelligence is a controversial area of intelligence research studying the nature, origins, and practical consequences of racial and ethnic group differences in intelligence test scores and other measures of cognitive ability. It has been suggested that people of various races do have different levels of intelligence, however the controversy of establishing what exactly makes a person intelligent is the basis for argument. Intelligence is defined as the capacity for learning, reasoning, understanding, and similar forms of mental activity; aptitude in grasping truths, relationships, facts, meanings, etc. Dockrell says intelligence may be taken to mean ability. (Dockrell, 1970). Due to the complex nature of intelligence it has become increasingly more difficult to standardise a test that would universally measure a person’s intelligence. It is the social, cultural, economic and environmental factors that appear to determine a person’s intelligence rather then a test.

Currently it is accepted in most western countries that the IQ test is a direct basis for determining intelligence however it does not measure all the different aspects, which should be taken into consideration when a person’s intelligence is being gauged. IQ stands for "intelligence quotient" A person's IQ is supposed to be a measure of that person's intelligence: the higher the IQ number, the greater the intelligence. This is inaccurate because it assumes that there is only one kind of intelligence. It is generally recognised that there are some people with fantastic memories, some with mathematical minds, some with musical genius, some with mechanical expertise, some with good vocabularies est. Some people naturally excel at more than one of these behaviours. It would be more accurate to speak of human intelligences than of intelligence. An IQ test, therefore, should be considered a measure of some kinds of intelligence, but not all. The most accurate claim one can make about an IQ test is that it is just abstract reasoning ability and is really a selection of one portion of the total spectrum of human mental abilities. This aspect of mental abilities measured by IQ tests is important to our society, but it is obviously not the only set of educationally or occupationally relevant abilities (Eysenck, 1916 p.24-25).

Different races may have varying levels of intelligence. This does not necessarily mean that their levels of intelligence are lower or higher due to genetics in different races of people but may be higher or lower due to the situation at that time. A developing country will have a lower level of intelligence compared to a developed nation due to the physical, social, and economic climate apparent in those countries. It is not the races themselves, who have a lower level of intelligence. Third world countries traditionally do have lower levels of intelligence because of lower education levels due to lack of funding throughout the country. This still poses the question whether the race or country is less intelligent and this is therefore the reason why the country or race is still developing. For example is it due to genetics that there is chronic poverty and underdevelopment in Africa. I would argue that it is not race based intelligence or lack thereof but rather the bad self indulgent leaders of some African nations, and there consistent failure of government programs to improve there circumstances (Howard 1991 p.117).

It is nearly impossible to determine that a race has a lower or higher level of intelligence because some scientists dispute that concept of races even exists. They argue this because of the amount of genetic mixing and blending that has been occurring over history. It has been said though that some races are on average less intelligent then others (Howard 1991 p.115). In 1986 the Prime Minister of Japan Mr. Nakasone created a storm by telling a Japanese audience that Japan held an economic edge over the United States because of the low intelligence of American black and Hispanic minorities (Howard, 1991 p. 116).

There is still a debate continuing that the most intelligent race is the Mongoloids followed by the Caucasoid and then the Negroids this is based on studies by Rushton which shows average brain sizes fitting the pattern 1351gm, 1336gm and 1286gm respectively (Howard, 1991 p. 117). These figures may show that different races have different sized brain capacity but what it doesn’t show is what the intelligence is relevant to. Intelligence can be seen from many different perspectives for example a person of Asian background may have greater skills in mathematics whereas a rural African person may have greater skills in hunting or using their environment for food. This again poses the task to efficiently define what intelligence exactly is.

Another factor contributing towards the debate over race and intelligence is social class. For many western societies classes are generally divided into upper, middle and working class. In many developing areas such as Africa the majority of the population would be placed into working class and the few who have wealth in the upper class. Because the majority of people in these areas are in the working class with little wealth, higher education is almost unachievable which in turn reflects on how that race of people’s intelligence is viewed and ranked. The richest can afford more schooling for their children, and are more likely to value education, encourage it, and to be able to afford university (Howard, 1991 p. 118). In relation to social class geographic factors apply to the debate over race and intelligence, therefore average IQ is typically higher in urban than in rural areas. Urban dwellers on average are better educated (Howard 1991, p.119). This means that countries, nations, and races that have a higher percent of their population living in rural areas are severely disadvantaged in terms of intelligence due to lack of access to facilities and funding. This gives greater emphasis to race not being the determinant of levels of intelligence.

Environmental factors also play a large role in determining levels of intelligence in race. This is much more likely than any genetic determination for which there appears to be little evidence. Environmental factors can cause differences in intelligence e.g. poor diet and stimulation. It is commonly accepted that brighter children have had much more stimulating environments. A stimulating environment relies on the economic prosperity of the country as well as the political and social climates occurring at the time. Racism can also play a major role in determining intelligence because if an ethnic minority is discriminated against the socio-economic status decreases, reducing income and quality of life which makes for a lack of education and an unstable environment. This highlights the theory that intelligence is not determined by genetics; however, a second source of evidence is the existence of prodigies. By this I mean children who flower very early and brilliantly, sometimes in the least fertile soil imaginable (Howard, 1991 p. 120). This indicates that although the environmental factors are pre determinants for intelligence, genetics do also play a slight role in shaping the intelligence of all people.

Lastly I would argue that it is impossible to measure intelligence globally because no one really knows exactly what intelligence is so therefore it cannot be directly gauged. The more important question is whether or not IQ tests should be used at all as a measure of intelligence to satisfy all the variance such as different types of social cultural, economic and environmental factors.

So despite the controversial nature of the subject I would conclude that it is possible to define levels of intelligence however it is very difficult to agree on one particular definition as it relates to race. Also it is not impossible to test intelligence - only very difficult for psychologists to agree on a particular method of measuring IQs. That being the case it is easy enough for psychologists themselves to prove that race is not a major factor in determining intelligence and I would conclude that this has already happened.

Finally as I have discussed in this essay the findings of intelligence research, observation and tested theories indicates that it is not genetics that dominates the level of intelligence existent in a population but rather the social, cultural, political, economic and environmental factors that surround the individual or community. However it is impossible to ignore the fact that genetics does play a very small role in determining intelligence.
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Reference list:
Eysenck, H.J. (1971), Race, intelligence and education, London: temple smith
Howard, R.W. (1991), All About Intelligence, Sydney: NSW University Press
Pyle, D.W. (1979), intelligence: an introduction, London: Routledge
Dockrell, W.B., ed. (1970), on intelligence, London: Methuen