This is the most obnoxious, most *idiotic*, most intellectually limited piece of racist and sexist trash these eyes have ever had the displeasure to come across. On the one hand, we have a feminazi who’s spent SOOOO much time worrying about how to “narrow the gender gap” who finally in desperation proclaims “but the differences are so small”, and on the OTHER hand we have another equally frustrated feminazi who writes, also in desperation: “The last issue I have been pondering has been what if there were no differences between white males and other groups, and, even, what if we developed a measure where white males were 80-100 points lower than other groups? What would the role of this measure be in the graduate admissions process?”
Sorry, honey, not even that would work—us sexist White men would STILL find a way to beat your pants off.
If the differences are so small as one cunt writes, why would the other cunt propose to penalize WHITE MEN 100 POINTS, based solely on SEX and RACE? These Keystone Cops of academia couldn’t reason their way out of a wet paper bag if both of them were standing on the bottom of it.
Even after they’ve been permitted to feminize the questions, manipulate the test scores, massage the format, they’re still so shocked and frustrated that the only “solution” they see is PENALIZE PERFORMANCE. Can you even imagine where this putative Christian nation would have been today had they been our Founding Fathers? Africa would look like paradise by comparison. No wonder SAT scores are down 112 points.
Why have we permitted advocacy groups like these feminazis to take control of testing?
They LIE to themselves, they lie to us—AND THEY LIE TO OUR CHILDREN, INCLUDING OUR DAUGHTERS, and they will NEVER stop lying.
They BEGIN with the premise that there is no difference between boys and girls—and manipulate the data to “prove” that premise. Parents of boys and girls KNOW BETTER. Boys and girls ARE different.
The following admission from the infamous fame report is only a small example:
Most standardized tests of mathematical or
quantitative reasoning show gender differences
in performance, with males outperforming
females. In many cases this difference persists
despite attempts to control for background variables
such as course work (Bridgeman &
Wendler, 1991). This article will present a short
summary of some ongoing research into the
nature of gender differences on standardized
mathematics tests. The preliminary conceptions
of this study were presented at the FAME
conference. Our research seeks to determine
whether theoretical work examining gender differences
in cognitive processing skills can be
applied to mathematics items on standardized
tests to help understand and to minimize gender
Gender differences in performance on standardized
tests of mathematics combined with the
fact that women do as well as, or better than,
men in mathematics courses even at the most
advanced levels (Kimball, 1989), suggest that the
tests may be assessing a different or more narrowly
defined construct than course grades. This
is not surprising given the difference in time
allotment and the resulting difference in the
types of tasks that students and examinees are
required to perform. Standardized tests generally
rely on a large number of rapidly generated
responses to short questions, whereas course
work at advanced levels usually requires sustained
work on a relatively smaller set of complex
· ADMIT that their objective was to “minimize gender differences”.
· IGNORE that there is tremendous pressure on teachers to achieve gender equality in OUTCOME [read: not give higher grades to boys].
· Chock this report full of statements that the differences are “small” when in fact the differences are night and day.
· Don’t even seem to sense that the gender gap is INCREASING, DRAMATICALLY.