Structural educational discrimination against and stigmatization of pupils/students with relatively “lower” individual IQs is the prime cause of social conflict between human ethnic groups with divergent genotypic average IQs as the dominant genetic group is typically turned into the psychometric norm and both school grades and pre-academic Scholastic Aptitude Tests (SATs) typically mostly merely measure individual IQs.
Swedish scientist and famous taxonomist Carl Linnaeus (1707-1778) infamously became the father of modern inter-human taxonomic racism when in 1758 he classified humans as one single species with multiple human subspecies as indeed classified so primarily on the basis of fantastically perceived legendary colors of skin (“red”, “white”, “yellow” and “black”).
Later European racial taxonomists also distinguished between various European human populations on the basis of relative degree of pigmentation in eyes and hair. The distinction on the basis of pigmentation in skin was economically and ideologically important at the time due to the tremendous economic importance of millions of enslaved Africans in the Western Hemisphere for the global colonial economy. Enslaved Africans cultivated the cotton at an extremely low economic cost (yet certainly at an extremely high human cost) and the Slave cotton therefore became relatively affordable European clothes in European textile factories. There was hence an ideological impetus at the time for using pigmentation of skin as an excuse for ideologically legitimizing the extreme othering of African human beings for simple macro-economic gain.
While Linnéaus himself considered the classification of humanity as one species as scientifically untenable as it should now be obvious that it is rather a genus of multiple different contemporary human species with even more contemporary subspecies considering the truly vast average psychometric and anatomical differentiation between different human taxa. Linnaeus’ classification was therefore a political concession to the religious sensitivities of the ideologically hegemonic Christianity of the time.
In the Northern Hemisphere, pigmentation generally becomes more prominent the further one comes closer to the Equator. Loss of pigmentation therefore inversely tends to become more common the further to the north one comes in the Northern Hemisphere. There are also cases of peoples (e.g. Chachapoyas, some Amazigh/Berber populations, the Kalash people and the Yezidis) living in mountainous regions with therefore colder climates and who historically did undergo some degree of loss of pigmentation in hair and/or eyes by means of evolutionary selection for depigmentation.
Historical relative loss of pigmentation is therefore associated with evolutionary adaptation to relatively colder climate in the sense that pigmentation lost its evolutionary advantage as a bodily protective layer against burning sunshine in colder climates whether further to the north in the Northern Hemisphere or in certain mountainous areas. However, the relatively lighter complexion of so called “black” South Africans and even more so the even lighter complexion of the Khoisan peoples of Southern Africa are clearly indicative that such genetic adaptation by genetic selection for loss of pigmentation in relatively colder climates has indeed taken place in the Southern Hemisphere as well.
A pigmentation continuum can be observed in India where humans tend to be less pigmented in skin the further one comes to the north and reversely tend humans to be more pigmented in skin the further one comes to the south. Yet, most of the human populations in India are morphologically similar irrespective of relative degree of darkness of skin as testament to historical depigmentation. A similar continuum in pigmentation can be observed in Euroid populations in the Nile Valley as spanning from East Africa to Egypt. Thus both genetic Somalis and genetic Egyptians have essentially the same facial and anatomical features as genetic Europeans despite being variously placed on a Euroid continuum of pigmentation in skin color as extending from Kenya to Norway and from Senegal to Bangladesh.
Euroid populations of color in Africa were historically classified as so called “Hamites” by European racial taxonomists as inspired by Noah’s son Ham from the narrative of the biblical Book of Genesis. The originally macro-economically motivated obsession with color of skin thus obscured the simple fact that genetic Scandinavians, genetic Egyptians, genetic Fulas of West Africa, genetic Somalis and all major peoples of India belong to various subspecies of the same Euroid species.
There is also a continuum of pigmentation in Europe whereby loss of pigmentation in color of eyes and color of hair (and to some degree in skin) tends to become more prominent the further to the north one comes on the European subcontinent. Indeed, the zoological classification of human taxa must not be based on degree of pigmentation as evolutionary selection for depigmentation happens rather rapidly in terms of evolutionary history and precisely so as evolutionary adaptation to colder climates subsequent to either migration or local change of climate.
However, relative loss of pigmentation in skin strongly correlates with relative degree of evolutionary selection for relatively higher intelligence in colder climates and loss of pigmentation is therefore an indicator of psychometric subspeciation yet average psychometric divergence is the main criterion for subspeciation and certainly not the relative loss of pigmentation in relatively colder climates due to evolutionary selection against pigmentation in those colder climates.
The notion therefore that all genetic Africans of color belong to the same ‘taxon of color’ (the purported “negroid race”) due to the level of pigmentation is completely preposterous as no one claims that all significantly pigmented peoples elsewhere (e.g. in India and Papua New Guinea) all belong to the same ‘taxon of color’. Rather there are numerous different multiple human species indigenous to the African subcontinent and significant diversity in numerous different human species is also found in Oceania and the southern reaches of Asia, including the so called “Negrito” peoples who are distinctive human species who live as surviving indigenous minority populations in different Asian countries from Yemen to the Philippines.
Nazi scientists claimed that the northward relative loss of pigmentation in hair and eyes among Northern Europeans was due to the Indo-European agricultural colonization of Europe. However there is no genetic basis for this mistaken assumption and the almost complete loss of pigmentation in skin among genetically Ashkenazi Jews since they were permitted to settle in the Rhineland in the year 800 C.E. and much later migrated to Eastern Europe indicates that loss of pigmentation happens relatively rapidly in terms of evolutionary history. Genetically Ashkenazi Jews are essentially genetically identical to the still existing ancient Jewish population of the city of Rome, yet are like Mizrahi Jews and Sephardi Jews mostly genetically descended from Israel of Antiquity. The fact that geographic spectrums in depigmentation do exist despite historical migrations clearly indicates that processes of depigmentation require hundreds rather than thousands of years.
Also, genetic Europeans are irrespective of degree of pigmentation in skin, hair and eyes descended from Indo-European agricultural colonizers just as most major African peoples south of the Equator are predominantly descended from Bantu agricultural colonizers. Bantu peoples supplanted prior pre-agricultural genetic groups, surviving remnants of which are the Khoisan peoples of the Kalahari desert, the so called “Pygmy” peoples residing in the forests of Central Africa and the Sandawe and Hadza peoples of Tanzania. In the same manner did the Indo-European agricultural colonizers supplant the prior human species, namely the Cro-Magnon humans and Neanderthal humans both of which importantly had significantly larger cranial volume and therefore no doubt significantly higher genotypic IQs than had the Indo-European agricultural colonizers and indeed contemporary genetic Europeans.
Loss of pigmentation prominently in social terms correlate with two other factors, namely development of relatively higher levels of average genotypic IQs and lessened frequency of antisocial personality disorders, usually known as ADHD in legal minors and psychopathy in legal adults. So called “racial conflict” therefore deploys divergence in color of skin as an ideological veneer in covering tensions over average psychometric differentiation between different human taxa leading both to sharp divergence in average crime rates and in differentiation in so called education achievement (i.e. lower grades in school) and generally average socio-economic achievement.
These differences prominently exist within the Euroid species as well as generally between many different human taxa as living in proximate coexistence. To add to this is the issue of taxon-specific average temperamental psychometric differentiation that has largely been overlooked since WW2 and which also likely serves to exacerbate inter-human taxonomic social tensions.
Modernity increasingly brought a uniform system of education for all human taxa as premised on selection for IQ among pupils/students. Both Scholastic Aptitude Tests (SATs) pre-academic exams and school grades mostly measure IQ as both forms of selection are determined by individual IQs to a degree of 75%. This means that a uniform system of education of the current so called “meritocratic” (i.e. selecting for IQ) type favors both individual pupils with relatively higher levels of IQ and statistically so ethnic groups with relatively higher genotypic IQs as compared with other human genetic populations with whom they socially coexist.
Thus genetic Northwest Europeans (average IQ 100) in the 1930s tended to resent the significantly higher average educational and socio-economic performance of the genetically Ashkenazi Jewish (average IQ 110) population in Northwest Europe. Contemporary genetic Northwest Europeans in contrast now tend to resent the relatively “lower” measured educational and socio-economic average performance of predominantly Muslim ethnic/genetic groups with recent origin in the broader Middle East.
School integration in the United States in the 1960s was an important part of the achievements of the civil rights movement at the time. However, the consequences were not the ones expected as African American pupils/students were subjected to a genetically European (“white”) psychometric norm which statistically speaking was to the relative competitive disadvantage of African Americans in most African-Americans being given low grades due to grading being based on “white” spectrum in psychometric differentiation and educational achievement. African Americans pupils would obviously on average receive much better school grades if graded on an African American Bell Curve in IQ differentiation rather than the European American Bell Curve in IQ differentiation.
One absurd and discriminatory outcome of this is that nearly 17% of African American pupils are placed in special education after being classified as having intellectual disability, long misnamed as so called “mental retardation” due to having lower individual IQs than IQ 70, all based on a White psychometric norm as only 2% of European American pupils/students are classified with intellectual disability and therefore placed in special education and IQ 70 is the official upper limit marking intellectual disability in the normative genetic Northwest Europeans. Most of the African American pupils placed in special education do not however have intellectual disability but are simply discriminated for having relatively “lower” psychometrically measured individual IQs. It should also be pointed out that African Americans perform better in socio-economic terms than do European Americans with the same levels of individual IQ with African Americans having a 2 IQ points competitive advantage in socio-economic performance as compared to White peers at the same level of IQ.
The American school systems also structurally denigrates and most harmfully so dissuades the use of the African-American ethnolect that is African American English (a.k.a. “Ebonics”) among African American pupils and this is obviously extremely harmful in social terms. African American English is a so called “de-creolized” ethnolect that is now part of the English language but which was in contrast prior to decreolization originally part of the English-based Caribbean so called “Creole” language as the Caribbean language is natively spoken throughout the Caribbean world and is still spoken by the Gullah people in the coastal Lowcountry region of Georgia and South Carolina.
Many tribal peoples around the world traditionally had pre-colonial social systems that effectively inhibited antisocial behaviors in persons with antisocial personality disorders (ADHD/psychopathy). When European civilization was imposed on these genetically non-European peoples with typically higher genotypic frequency of antisocial personality disorders did however the social control increasingly fall apart in resulting in disastrously raised crime rates. School integration in the United States strongly correlates with an historically disastrous increase in African American crime rates since school integration effectively meant coercive and oppressive White imposition of European American culture on African Americans, including by discriminating against African American pupils by subjecting them to a European-American psychometric Bell Curve in IQ differentiation rather than an African American psychometric Bell Curve in IQ differentiation.
What then is the origin of the correlation between educational achievement and IQs? Well, one important reason is that pupils with relatively higher IQs usually learn faster in typical school environment than do pupils with in comparison relatively lower IQ. Many students with lower IQs would thus perform better on the pre-academic Scholastic Aptitude Tests (SATs) if given sufficient, i.e. more time to complete the answers. Students with relatively lower IQs also find it difficult to complete their homework since the pace of learning is at their disadvantage and many have parents unable or unwilling to assist with homework.
The root of the problem is however not statistic differentiation in distribution of individual IQ levels but rather that one genetic group is socio-politically turned into the psychometric norm. This is to the relative statistical advantage of genetic groups with higher average genotypic IQs than the normative genetic group and to the relative statistical disadvantage of genetic groups with lower average genotypic IQs than the normative group. It should be added of course that there are many high IQ persons in taxa with in comparison low average IQ and many low IQ persons in taxa with in comparison high average IQ and an average genotypic IQ is simple the mid position on a particular genotypic Bell Curve.
Genetically Mizrahi Jews (average IQ 92) and genetically Sephardi Jews (IQ 99) living in Arabophone countries thus statistically had a psychometric advantage of 7 IQ points and 15 IQ points respectively as compared to the normative surrounding Muslim populations in Arabophone countries (average IQ 85). This relative advantage was however reversed into relative disadvantage after immigrating to Israel in the mid-20th century where they found themselves distinctly psychometrically disadvantaged by the genetically Ashkenazi psychometric norm (average IQ 110) in Israel by 18 IQ points for genetically Mizrahi Jews and 11 IQ points for genetically Sephardi Jews. For genetic Palestinians (average IQ 85) in Israel is the disadvantage therefore 25 IQ points and for Ethiopian-Israeli Jews (average IQ 75) is the disadvantage no less than 35 IQ points. This is to be compared with genetically German (average IQ 100) disadvantage of merely 10 IQ points as compared to genetically Ashkenazi Jews (average IQ 110). A similar disadvantage is faced by genetic Gaels (from Scotland and Ireland) who with an average IQ 95 statistically face a competitive disadvantage of 5 IQ points as compared to genetically English persons with average IQ 100 while of course the English in turn face a similar disadvantage of 5 IQ points as compared to genetically Japanese persons (average IQ 105).
Which group that therefore has “lower” or “higher” IQ is thus a mere exercise in relativity as depending on which groups that are compared to each other. Notions of classifying others as purportedly “inferior” are however historically based on turning genetic Northwest Europeans into the social and psychometric norm. German Nazis had to resort to Anti-Jewish conspiracy theories and the notion of Jews as purported “economic parasites” in evolutionary terms in order to explain why genetically Ashkenazi Jews on average performed much better in terms of both educational and socio-economic achievement than did genetic Germans as the relatively higher average achievement of the Jewish minority in Germany would otherwise potentially have discredited Nazi notions of “Aryan” (i.e. Northwest European) racial supremacism.
Had there been a German minority in Japan at the time would they probably have experienced a similar sense of being genetically outcompeted considering that genetic Japanese have average IQ 105 and thus a competitive advantage of 5 IQ points over genetic Germans who have average IQ 100. Genetic Japanese is notably a group that similar to genetically Ashkenazi Jews (average IQ 110) has undergone severe depigmentation in the color of skin but not in the color of eyes and the color of hair. Indeed such IQ-based statistic disadvantage is experienced in South Korea among persons adopted as children from Southeast Asia as genetic Koreans like the genetic Japanese have an average of IQ 105 and genetic Southeast Asians (average IQ 85) therefore face a highly significantly statistical average competitive disadvantage of no less than 20 IQ points.
However, genetic Scandinavians have famously undergone far more depigmentation in eyes and hair than have genetic Germans yet genetic Scandinavians do have the same average IQ 100 as have genetic Germans. There is however no indication that depigmentation in hair and eyes correlates with higher intelligence as certainly does strongly collectively depigmentation in the skin in inter-taxon psychometric comparison although it is unclear whether this is mere correlation as colder climates are conducive to evolutionary selection for higher intelligence as indeed obviously needed to prepare for surviving harsh winters. Evolutionary selection for lighter skin and higher intelligence may thus either happen in parallel or else being part of one and the same evolutionary selection and the same genes.
The higher frequency of white collar crime among German Jews was held up as evidence of purported Jewish criminality when in fact this was statistically a result of higher Ashkenazi Jewish presence in white-collar professions and a comparably lower statistical presence in blue-collar professions and thus also a much lesser Ashkenazi Jewish frequency in blue-collar crime. The African American crime rate is famously 7 times higher than the European American crime rate and the Hispanic-American crime rate is 5 times higher than the European American crime rate.
Such divergent inter-taxonomic patterns are found worldwide in crime statistics and are largely due to inter-taxonomic divergence in the frequency of antisocial personality disorders (ADHD/psychopathy) yet enhanced by social discrimination such as the particularly harmful and destructive educational stigmatization of children with relatively lower levels of IQ. Indeed, most recidivist criminals irrespective of genetic origin suffer from various degrees of antisocial personality disorders. However, one genetic group (such as genetically Romani people in Europe) only discursively appears as “more criminal” if compared with another genetic group with one in relative comparison lower crime rate. Who seems more criminal thus entirely depends on who is the assigned the status of psychometric norm such as genetic Europeans in the US, genetically Ashkenazi Jews in Israel and South Sinitic peoples in Singapore.
Notions such as color of skin, religion, ethnicity, race, ethno-religious group and nationalism therefore often serve as discursive veils masking the real origin of inter-taxonomic human social conflict in divergent average educational/socio-economic performance and divergent average crime rates as between different human taxa living in close coexistence in the same nation state.
Ignoring the psychometric average differentiation between human taxa as the origin of social conflict between human taxa does not solve those tensions, does not improve anything for those educationally stigmatized & educationally discriminated due to in comparison “lower” individual IQs. Part of the solution therefore lies in promoting psychometric genotypic improvement of the gene pool of the Homo genus generally by means of feminist eugenics as consistent with the liberal-democratic value system without any notion of racial supremacism whether that of so called “Whites” (genetic Europeans), so called “Aryans” (genetic Northwest Europeans) or indeed of so called humans generally.
The general system of education also needs to be thoroughly revamped in order to end endemic IQ-competitive practices discriminating against and stigmatizing pupils with relatively lower IQs and which tragically fuel social conflict between psychometrically divergent human taxa. The new emerging economic era of Talentism is rapidly replacing the dying era of Capitalism and where no longer monetary “capital” but advanced cognitive skills requiring emotions (i.e. talent) is increasingly becoming the most important economic resource. Educational focus therefore needs to be on maximizing the individual, indeed idiosyncratic talent of every pupil and every human person entirely independent of individual IQ levels considering that virtually all professional tasks not requiring advanced emotive cognitive skills will become increasingly supplanted by increasingly advanced technologies and indeed increasingly rapidly so.