Vindication

Several months back, I wrote a post critiquing a feminist publication that attempted to show there were no sex differences in mathematics.

Recently, La Griffe du Lion, whose initial math article I used to support my critique, has produced another article critiquing two feminist publications, one of which is the same one I lambasted.

I was glad to see that a number of problems I highlighted in my post are corroborated in his article, most notably the ACT-SAT miscomparison, the dishonesty of combining junior grade math scores with high school math scores so as to cover up the post-pubescent advantage of boys over girls and the pointlessness of judging relative gender proficiency without using complex questions. The rather incredulous feminist thought process underlying this is that if girls are equal to boys in grade 2, they should also be equal in grade 11. If they are not, then discrimination must be involved. When one points out that boys are deficient in reading compared to girls over a similar time period, the feminists invoke patriarchy=bad metaphysics to explain why only girls should get disproportionate help for math but boys shouldn't get the same for reading.

Griffe, in an important and impressive discovery (Figure 8 in his latest article), shows the impact of nurture to be negligible compared to nature when it comes to the relative proportions of girls and boys at the PISA 5 level (high math proficiency level). This strongly indicates that a genetic component is almost wholly responsible for math ability and that this component has a significant linkage with male physiology (because the ratio of men to women increases with higher math proficiency). A major part of the problem explaining this to feminists is that feminists, in most instances (being the lower IQ individuals that they are), don't possess the mathematical ability to understand, in detail, why they don't have mathematical ability. The few feminists that do are intellectually dishonest, ideologically motivated and deliberately lead the less mathematically inclined feminists on a gap-busting wild goose chase. All this would be highly amusing if people (both males and females) were not negatively affected by the fact that feminist ideology decides education policy almost everywhere in the West.

Griffe does not deal with the question of how much boys' education is stunted by feminism i.e. whether boys SAT averages or variability would be relatively higher than they currently are if feminism had been absent from schooling. It is obvious that since nurture/culture has a very small effect, relative to nature, on increasing the number of proficient girls relative to proficient boys, that the gender difference will remain regardless of feminist indoctrination at the highly proficient math level. Whether or not the same is the case at the lower proficiency levels is another question.

Griffe also mentions the outlier 'Iceland' which is the only country where, on average, girls have been getting higher scores than boys in everything including math for around a decade. He puts in a footnote to say that the reasons for why this is happening are unknown. I will try to answer the 'why' in my next post.