Subpopulation differences in educability
Many educators and social scientists have either shunned or denigrated questions and evidence pertaining to the genetic aspect of intelligence and educability, often from fear that such discussion would move out of the safe realm of individual differences and inevitably impinge on the sorely charged preeminent problem of the current education scene - subpopulation differences in educability. The purpose of this book is to face this issue as squarely as possible. What is the connection, if any, between the heritability of individual differences in intelligence and the heritability of subpopulation differences? And what is the connection between intelligence and educability? These are the key questions which underlie nearly all the serious discussions stimulated by my article 'How much can we boost IQ and scholastic achievement?' (Jensen, 1969a).