The Los Angeles Times had a story about how hard East Asians have to work to be admitted to college. Problem is these kids are too smart, an attitude which is not in the best spirit of Diversity.
The most interesting (to us) part comes in discussing a study:
Lee’s next slide shows three columns of numbers from a Princeton University study that tried to measure how race and ethnicity affect admissions by using SAT scores as a benchmark. It uses the term “bonus” to describe how many extra SAT points an applicant’s race is worth…
African Americans received a “bonus” of 230 points, Lee says…
“Hispanics received a bonus of 185 points.”…
Asian Americans, Lee says, are penalized by 50 points — in other words, they had to do that much better to win admission.
No word about whites, but presumably their scores are remain unadjusted, a natural assumption given that more East Asians score higher on IQ tests than whites, and that more Hispanics and blacks score lower. Plus, one group has to be the comparator or “base”.
IQ and SAT are related, of course, and it’s of some interest to understand how knowledge of a person’s SAT score gives information about his IQ.
There are several sites that give “maps” of SAT to IQ, but since I’m not especially familiar with the literature on this topic, I’m taking—and you should take—their guidance with a grain or two of salt.
One site (which uses a table found in several places) says an SAT change of 50 points corresponds to an IQ change of about 4 points, whereas a change of 185 points corresponds to an IQ change of some 13 points, and a change of 230 points corresponds to about 18 points.
These conversions seem in the ballpark given Rushton and Jensen, who, using data from 2000, report (Table 3) blacks have an average IQ of 85, whites 102, and East Asians 106.
In other words, the study quoted in the LA Times looks to have it about right.
Consequence? Accepting Rushton and Jensen’s figures and the IQ-SAT map, the average East Asian kid has an IQ 21 points higher than the average black. That’s in the street. In the incoming Elite U. freshman class, Asians have to be smarter than average, thus they’ll have IQs not 21 but about 25 points higher than Blacks. The exact numbers are open to question, but not the direction of effect: Asians have to score higher.
Race norming thus exacerbates any real-life intellectual discrepancy, putting things even more in favor of the East Asian college student. Meaning, any acrimony caused by differences in intellectual achievement will be magnified by these do-gooding (yes, do-gooding) policies.
Isn’t that curious?
This is also premised on more-or-less constant percentages of each racial group in elite colleges, i.e. quotas. On the other hand, if a given university wants to up its percentage of blacks and Hispanics, the discrepancies will become wider, and whites and East Asians will do even better in comparison. And, if a college education has any meaning, these wider discrepancies will carry forward past college to, say, hiring decisions. This in turn puts pressure on society, which wants to maintain population-percentage-based quotas, to indulge in more affirmative action do-gooding.
Mitigating these effects is the expansion in the percentage of kids going to college, which has the effect of lowering the average IQ of incoming students. Why? In the days of yore when college was a special treat for a certain layer of society, the average IQ was high. Contrast this to our rapidly approaching Egalitarian Future where every single kid will or must enroll. The average IQ must necessarily shrink.
Colleges have been tackling the diminishing intellectual capital problem by creating easier courses and novel majors. These include “African American Studies”, “Science in Society”, “Feminist, Gender, and Sexuality Studies” and so forth.
For instance, Barnard College “is considering slashing its foreign-language and science requirements while requiring students to complete a new requirement on ‘diversity'”. Why? “During hearings last fall, several students had complained that taking mid-level classes to fulfill the language requirement was ‘too hard.'” Poor things. And don’t forget a “diversity” requirement brings thrill of allowing “students to escape an exclusively ‘Western’ worldview.”
If you find yourself short of breath upon reading this, recall that any member of any race can have any possible IQ, and that we have done much hand waving.