Sociology 322: Minorities in the
The Mismeasure of Man:
Study Questions
(Stephen J. Gould (1941-2002) Harvard
Professor and Paleontologist)
The Mismeasure of Man was first published in 1981 by a brilliant
Harvard biologist and philosopher, Stephen J. Gould. (Professor Gould died in 2002). The book is not what you would call “easy
reading.” (Gould admits to this on page
46). It is a very important work (National
Book Critics Circle Award) that addresses influential and widely held theories
about intelligence that we now know to be false. Yet, throughout the 19th and well
into the 20th centuries, these theories were regarded as fact and
served as the foundation for policies enacted by the powerful to oppress racial
and ethnic minorities, and women. As you read this book, note how
institutionalized discrimination against racial and ethnic groups draws from
"science" for justification. The following questions cover many of
the points in Gould's book that I consider especially pertinent to the course
(and therefore, good material for your tests).
Question numbers 1 through 14 will be
covered on the first test.
1. Explain how the quotation from Charles
Darwin, "If the misery of our poor be caused not by the laws of nature,
but by our institutions, great is our sin" relates to the theme of Gould's
book. (See page 31—“The remarkable
impact of The Bell curve must
therefore, and once again as always, be recording a swing of the political
pendulum to a sad position that requires a rationale for affirming social
inequalities as dictates of biology”).
2. Early in the book (p. 40), Gould explains his
stand on mental testing. Does he
consider Mismeasure of Man to be an attack on mental testing? What is his overall view on mental testing?
3. You should know the basic ideas and
work of the following individuals:
Louis
Agassiz Paul
Broca H.H.
Goddard
Samuel
G. Morton Cesare Lombroso R. M. Yerkes
Francis
Galton Alfred
Binet Lewis
M. Terman
4. Describe the "biological
determinist" perspective. What is the purpose of Gould's book with regard
to this perspective? (See p. 52).
5. What view of "science" does
Gould describe in his book (p. 53)? What suggestions does he offer to
scientists for them maximize the benefits of employing a scientific perspective
to gather knowledge and understanding about the world around them?
6. How do the two "fallacies" of
"reification" and "ranking" apply to biological determinist
views of intelligence, according to Gould? (p. 56)
7. What does Gould conclude with regard to
his "question of causality" on page 63? "[D]id the introduction
of inductive science add legitimate data to change or
strengthen a nascent argument for racial thinking? Or did a priori commitment
to ranking fashion the "scientific" questions asked and even the data
gathered to support a foreordained conclusion?" Give examples to support
your answer.
8. Compare and contrast the two "preevolutionary styles of scientific racism":
monogenism and polygenism. (p. 71) Which
of the two was more widely held? Why? Describe elements of the social
environment during this period that supported belief in these two views.
9. Discuss the significance of Samuel
George Morton's work in craniometry for existing
ideas about racial superiority. (p. 82) Describe some of the fallacies in his research methods and
how they became apparent when Gould reanalyzed the data.
10. Paul Broca, who
brought new levels of precision to craniology, still
produced work that was inherently marred. (p. 105) What was the
basic flaw in his reasoning? How is it apparent in his research? Give some
examples of the lengths he would go to "explain away" data that
didn't fit his model.
11. Summarize Broca's
claims regarding the cranial capacity and intelligence of women. (p. 135) What was the major flaw in his argument? Summarize Gould's
refutation of Broca's reported difference in size of
male and female brains.
12. Define "recapitulation." (p.
143) How was this perspective used to support the 19th
century assertions of white supremacy and the intellectual inferiority of
women?
13. Contrast the theory of
"neoteny" with recapitulation. (p. 148) What
was cited as the factual basis for this perspective? How did "men of
science" reconcile these two opposing perspectives?
14. Summarize the major points of Lombroso's theory of atavism and the criminal man. (p. 151) Be sure to address the evidence he
used to support this theory. What are its flaws? What are the social
implications of a Lombrosian perspective?
Question
numbers 15 through 20 will be covered on the second test.
15. Discuss Alfred Binet's logic in
developing a generalized means of measuring intelligence. What was the purpose
behind it and what were Binet's primary intentions for its use? (p. 182) Compare the views of "hereditarians" and their
opponents regarding the use of measures of intelligence.
16. Discuss the work of H.H. Goddard in the
development and application of intelligence testing. (pp. 188-204) What were the underlying assumptions that affected
his way of thinking about IQ? How does it reflect the two basic fallacies that
Gould associates with theories of biological determinism.
In what ways were his methods of obtaining scores unscientific? What were some
of the more serious consequences of Goddard's work? Why do you suppose he
abandoned many of his ideas later on in his career?
16. Describe Lewis M. Terman's
work in the area of intelligence testing. (pp. 204-222) In what
ways are his underlying assumptions about the measurability of intelligence
flawed, according to Gould? Why are his empirical studies unscientific?
17. R. M. Yerkes'
claimed that mental testing helped win World War I for the
18. The work of Cyril Burt in developing
factor analysis as a means of evaluating intelligence was a major force leading
to the implementation of the "11 + examination" in
19. Does Gould feel that it is possible to
measure intelligence empirically? (p. 388) Explain
your answer.
20. Why does Gould title his last chapter,
"A Positive Conclusion"? (p.
351)
