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"In 1958, Michael Young, a British sociologist, introduced the word 'meritocracy,' warning that the widespread use of I.Q. tests as a sorting device would result in..."

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"In 1958, Michael Young, a British sociologist, introduced the word 'meritocracy,' warning that the widespread use of I.Q. tests as a sorting device would result in..." - Hallo friend WELCOME TO AMERICA, In the article you read this time with the title "In 1958, Michael Young, a British sociologist, introduced the word 'meritocracy,' warning that the widespread use of I.Q. tests as a sorting device would result in...", we have prepared well for this article you read and download the information therein. hopefully fill posts Article AMERICA, Article CULTURAL, Article ECONOMIC, Article POLITICAL, Article SECURITY, Article SOCCER, Article SOCIAL, we write this you can understand. Well, happy reading.

Title : "In 1958, Michael Young, a British sociologist, introduced the word 'meritocracy,' warning that the widespread use of I.Q. tests as a sorting device would result in..."
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"In 1958, Michael Young, a British sociologist, introduced the word 'meritocracy,' warning that the widespread use of I.Q. tests as a sorting device would result in..."

".... a new and deeply resented kind of hereditary class system. But that’s not how people came to understand the term. To many, it denoted an almost sacred principle: that tickets to success, formerly handed out by inheritance or luck, were now given to the deserving... In the summer of 1948, Henry Chauncey, an assistant dean [at Harvard] who became the first president of the Educational Testing Service, was stunned to read an article co-written by one of the most prominent Black academics in the country, the anthropologist Allison Davis, who argued that intelligence tests were a fraud—a way of wrapping the privileged children of the middle and upper classes in a mantle of scientifically demonstrated superiority. The tests, he and his co-author, Robert J. Havighurst, pointed out, measured only 'a very narrow range of mental activities,' and carried 'a strong cultural handicap for pupils of lower socioeconomic groups.' Chauncey, who was convinced that standardized tests represented a wondrous scientific advance, wrote in his diary about Davis and Havighurst, 'They take the extreme and, I believe, radical point of view that any test items showing different difficulties for different socioeconomic groups are inappropriate.' And: 'If ability has any relation to success in life parents in upper socioeconomic groups should have more ability than those in lower socioeconomic groups.'

From "Can Affirmative Action Survive?/The policy has made diversity possible. Now, after decades of debate, the Supreme Court is poised to decide its fate" by Nicholas Lemann (The New Yorker).

I put that last sentence in boldface because it's so provocative. Take a few seconds to understand exactly what he is saying. It's an idea you do not see expressed too often, because it's experienced as offensive and depressing. The words "any relation" and "more ability" make it a fairly modest assertion, but even in that weakened form, you don't hear it said these days.

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".... a new and deeply resented kind of hereditary class system. But that’s not how people came to understand the term. To many, it denoted an almost sacred principle: that tickets to success, formerly handed out by inheritance or luck, were now given to the deserving... In the summer of 1948, Henry Chauncey, an assistant dean [at Harvard] who became the first president of the Educational Testing Service, was stunned to read an article co-written by one of the most prominent Black academics in the country, the anthropologist Allison Davis, who argued that intelligence tests were a fraud—a way of wrapping the privileged children of the middle and upper classes in a mantle of scientifically demonstrated superiority. The tests, he and his co-author, Robert J. Havighurst, pointed out, measured only 'a very narrow range of mental activities,' and carried 'a strong cultural handicap for pupils of lower socioeconomic groups.' Chauncey, who was convinced that standardized tests represented a wondrous scientific advance, wrote in his diary about Davis and Havighurst, 'They take the extreme and, I believe, radical point of view that any test items showing different difficulties for different socioeconomic groups are inappropriate.' And: 'If ability has any relation to success in life parents in upper socioeconomic groups should have more ability than those in lower socioeconomic groups.'

From "Can Affirmative Action Survive?/The policy has made diversity possible. Now, after decades of debate, the Supreme Court is poised to decide its fate" by Nicholas Lemann (The New Yorker).

I put that last sentence in boldface because it's so provocative. Take a few seconds to understand exactly what he is saying. It's an idea you do not see expressed too often, because it's experienced as offensive and depressing. The words "any relation" and "more ability" make it a fairly modest assertion, but even in that weakened form, you don't hear it said these days.



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