“…the apostle [Muhammad] said, “Whoever wants to see Satan let him take a look at Nabtal b. al-Harith!” He was a sturdy black man with long flowing hair, inflamed eyes, and dark ruddy cheeks.” – The Life of Muhammad, pg. 243
“[T]he Negroes found in the remote South, and those who resemble them from among them that are with us in these climes. The status of those is like that of irrational animals. To my mind they do not have the rank of men, but have among the beings a rank lower than the rank of man but higher than the rank of apes. For they have the external shape and lineaments of a man and a faculty of discernment that is superior to that of the apes.” – Moses Maimonides (The Great Eagle), revered by Jewish historians, his work comprises a cornerstone of Jewish scholarship and Talmudic law, also figures prominently in Islamic and Arab sciences. A sculpture of Maimonides is in the U.S. House of Representatives
“[The Jews] were the largest ship chandlers in the entire Caribbean region, where the shipping business was mainly a Jewish enterprise. The Ships were not only owned by Jews, but were manned by Jewish crews and sailed under the command of Jewish captains.” – New World Jewry 1492-1825, Seymour Liebman
“In 1820, over 75 percent of all Jewish families in Charleston, Richmond, and Savannah owned slaves. Almost 40 percent of all Jewish households in the United States owned one slave or more. – United States Jewry 1776-1985, Jacob Marcus, pg. 586. Consider the fact that during this same period, less than 5% of non-Jewish whites in the south owned slaves. Less than 2% of the non-Jewish whites in the whole of America owned slaves, however 100% of the guilt is ascribed to non-Jewish whites, through Jewish controlled media.
The Minnesota Transracial Adoption Study examined the IQ test scores of 130 black or interracial children adopted by advantaged white families. The aim of the study was to determine the contribution of environmental and genetic factors to the poor performance of black children on IQ tests as compared to white children. The initial study was published in 1976 by Sandra Scarr and Richard A. Weinberg. A follow-up study was published in 1992 by Richard Weinberg, Sandra Scarr and Irwin D. Waldman. Another related study investigating social adjustment in a subsample of the adopted black children was published in 1996. One of the studies’ findings was the IQs of adopted black children reared by white families did not differ significantly from that of black children raised by their biological parents.
On measures of cognitive ability (IW tests) and school performance, black children in the U.S. have performed worse than white children. At the time of the study, the gap in average performance between the two groups of children was approximately one standard deviation, which is equivalent to about 15 IQ points or 4 grade levels at high school graduation. Thus, the average IQ score of black children in the U.S. was approximately 85, compared to the average score of white children of 100. No detectable bias due to test construction or administration had been found, although this does not rule out other biases. The gap is functionally significant, which makes it an important area of study. The Minnesota Transracial Adoption Study tried to answer whether the gap is primarily caused by genetic factors or whether it is primarily caused by environmental and cultural factors.
The study was funded by the Grant Foundation and the National Institute of Child Health and Human Development.
By examining the cognitive ability and school performance of both black and white children adopted into white families, the study intended to separate genetic factors from rearing conditions as causal influences in the gap. “Trans racial adoption is the human analog of the cross-fostering design, commonly used in animal behavior genetics research…. There is no question that adoption constitutes a massive intervention” (Scarr & Weinberg, 1976, p. 726).
Scarr and Weinberg studied black, white, Asian, indigenous American, and mixed-race black/white children adopted by upper-middle-class white families in Minnesota. The average IQ of the adopting parents was more than one standard deviation above the population mean of 100. The biological children of these parents were also tested. The sample of adopted children was selected by eligible parents contacting the researchers for participating following a newsletter call. The geographical origin of the adopted children was not uniform. All except one white adopted child was adopted in-state. Black and interracial children came from twelve states; Asian and indigenous American children came from Minnesota as well as from Korea, Vietnam, Canada and Ecuador.
As Scarr & Weinberg (1976) note, transracial adoption studies only control for family environment, not social environment. For example, children who are socially identified as black may still be subject to racial discrimination despite being raised by white parents. Yet, it was previously known that adoption into upper-middle class white families has a positive influence on the IQ and school performance of white children.
The study showed significant differences in adoption patterns of mixed-race black/white and black adopted children as was noted by Scarr and Weinberg (1976):
It is essential to note, however, that the groups also differed significantly (p < .05) in their placement histories and natural mother’s education. Children with two black parents were significantly older at adoption, had been in the adoptive home a shorter time, and had experienced a greater number of preadoption placements. The natural parents of the black/black group also averaged a year less of education than those of the black/white group, which suggests an average difference between the groups in intellectual ability. There were also significant differences between the adoptive families of black/black and black/white children in father’s education and mother’s IQ.
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