We’re going to kick off today’s Cathedral Round-Up with a trip down memory lane.
This may come as some surprise, given my scintillating wit and gregarious nature, but I was not popular in school. If there was a social totem pole, I was a mud puddle about twenty yards to the left of the pole.
The first time I felt like I truly fit in–I belonged–was at nerd camp. This was a sort of summer camp your parents send you to when you’ve failed at Scouting and they hope maybe you’ll pick up chemistry or philosophy instead.
One evening, when I was gathered in the dorm with my new friends, a girl burst triumphantly into our midst, brandishing a book. “I have it,” she triumphed. “I have it! The book!”
The Book, which we all proceeded to read, and after camp ended, to discuss in what were my very first emails, was The Hitchhiker’s Guide to the Galaxy.
The researchers found that during their informational presentations, the recruiters—no doubt in an attempt to bond with their audiences—frequently referenced “geek culture favorites” such as Star Trek and The Hitchhikers Guide to the Galaxy, focused the conversation exclusively on highly technical aspects of the roles or referred to high school coding experience. …
In case you haven’t noticed or this is your first time visiting my humble blog, I am female. All of my friends at camp were female.
“Through gender-imbalanced presenter roles, geek culture references, overt use of gender stereotypes, and other gendered speech and actions, representatives may puncture the pipeline, lessening the interest of women at the point of recruitment into technology careers,” the researchers write.
Dear Diversity Experts: In the words of the first real friend I ever had, please disembowel yourselves with a rusty spoon.
The study itself is not easily available online, so I will respectfully judge them based on summaries in HRE and Wired.
Short version: A couple of sociologist “gender researchers,” who of course know STEM culture very well, sat in on tech company recruiting sessions at Stanford and discovered that nerds talk about nerd things, OMG EWWW, and concluded that icky nerds doing their nerd thing in public is why women decide to go apply for more prestigious jobs elsewhere.
Now, I understand what it’s like not to get someone else’s references. I haven’t seen Breaking Bad, NCIS, Sex in the City, Seinfeld, The Simpsons, or the past X Starwars installments. I don’t watch sports, play golf, or drink alcohol.
But I don’t go around complaining that other people need to stop talking about things that interest them and just talk about stuff that interests me. It doesn’t bother me that other people have their interests, because I have plenty of room over here on my end of the internet to talk about mine.
But apparently these “Diversity Experts” think that the cultural icons of my childhood need to be expunged from conversation just to make people like them feel more comfortable.
Dear Correll and Wynn: when people like you stop assuming that everyone in your vicinity is interested in hearing about wine and yoga and golf, I’ll stop assuming that people who show some interest in my culture are interested in The Hitchhiker’s Guide to the Galaxy.
Notice that the problem here is not that the women are being turned away, or discriminated against, or receiving fewer callbacks than male applicants. No, the problem is that the women think geek culture is icky and so don’t even bother to apply. They have decided that they have better options, but since someone decided that is imperative that all professions be 50% women (except plumbing, sewer workers, truckers, etc.) they must somehow be tricked into going into their second-choice field.
No one seems to have thought to, ahem, consult the actual women who work in Tech or who have STEM degrees or are otherwise associated with the field about whether or not they thought these sorts of geek cultural references were off-putting. No, we do not exist in Correll and Wynn’s world, or perhaps because our numbers are low, there just aren’t enough of us to matter.
STEM/tech exists in this weird limbo where women abstractly want more women in it, but don’t actually want to be the women in it. Take Wynn. She has a degree in English. She could have majored in Chemistry, but chose not to. Now she whines that there aren’t enough female engineers.
People routinely denigrate law and lawyers. Lawyers are the butt of many jokes, and people claim to hate lawyers, but lawyers themselves are treated with a great deal of courtesy and respect, and have no difficulties on the dating market.
STEM works inversely: people claim to hold scientists and mathematicians in great respect, but in practice they are much lower on the social totem pole. Lots of people would like good grades in math, but don’t want to hang out with the kid who does get good grades in math.
So feminists want women to be acknowledged as equally capable with men at things like “math” and “winning Nobel Prizes” and “becoming billionaire CEOS” (hey, I want those things, too,) but don’t want to do the grunt work that is most of what people in STEM fields actually do. They don’t want to spend their days around sweaty guys who talk about Linux kernels or running around as lab assistant #3. For a lot of people, tech jobs are not only kind of boring and frustrating, but don’t even pay that well, considering all of the education involved in getting them.
The result is a lot of concern trolling from people who claim to want more women in STEM, but don’t want to address the underlying problems for why most women aren’t all that interested in STEM in the first place.
Are there real problems for women in STEM? Maybe. I have female commentators who can tell you about the difficulties they’ve had in STEM communities. It is different being a female in a male-dominated field than being female in a balanced or female-dominated field, and this has its downsides. But “men said nerd things” or “men referenced porn” is not even remotely problematic. (I will note that men have problems in STEM fields, too.)
While we’re here, I’d like to talk about these “Diversity Experts” whom HRE cites as proof for their claims that women find geek culture off-putting. Their link heads not to a study on the subject, nor even an actual expert on anything, but an opinion piece by Kerry Flynn on Mashable:
The lack of diversity in tech isn’t a new issue, and yet top leaders in Silicon Valley still struggle to talk about it.
They struggle so much that this is an entire article about a female CEO talking about it. Talking openly about a thing is the same as struggling to talk about it, right?
The latest stumble comes from YouTube CEO Susan Wojcicki speaking with MSNBC’s Ari Melber and Recode’s Kara Swisher at the media companies’ first town hall titled “Revolution: Google and YouTube Changing the World,” which aired Sunday.
The latest stumble, ladies and gents! Wojcicki might be a female CEO of a tech giant, but what the hell does she know? Kerry Flynn knows much better than she does. Wojcicki had better shape up to Flynn’s standards, because Flynn is keeping track, ladies and gents.
According to Wojcicki, one reason for the lack of women in tech is its reputation for being a “very geeky male industry.”
That kind of statement makes it seem like Wojcicki has forgotten about the diverse and minority perspectives that are fighting for representation in the industry. For instance, with the #IlLookLikeAnEngineer campaign, engineer Isis Wenger wrote about the sexism she faced working in tech and inspired a movement of women shutting down stereotypes.
See, women and minorities are trying to counter the perception of tech being a “very geeky male industry,” which Wojcicki obviously forgot about when she claimed that tech has a reputation for being a “very geeky male industry.”
Kerry Flynn is very stupid.
The entire article goes on in this vein and it’s all awful. Nowhere does Flynn prove anything about women not liking The Hitchhikers’ Guide to the Galaxy.
What other interesting articles does Stanford Magazine hold for us?
So what happens when you send your kids to Stanford? Stanford Magazine has helpful interviews with recent grads. Yeji Jung got enmeshed in Social Justice, changed her major from pre-med to “comparative studies in race and ethnicity,” graduated, and went home to her parents to make collages.
I searched for Yeji Jung’s art, which is supposed to be making the world a better and more just place, and found almost nothing. This red cabbage and the lips in the Stanford Mag article are it. This does not look promising.
I bet her parents are very glad they worked their butts off for years making sure their kid got all As in her classes and aced SAT so she could come home from Stanford and paste paper together.
A quote from the article:
A thesis project to investigate the links between her Korean-American identity and the experiences of her Korean grandmothers took her to Seoul, South Korea, and Manassas, Va., to interview them in Korean.
Wait, you can get a degree from Stanford by interviewing your grandparents? Dude, I call my grandma every weekend! That should be worth at least a master’s.
“[My grandmothers’] lives are so deeply gendered in a way that I just have not experienced as someone who grew up in the U.S. One of my interview questions was framed as, ‘What did you study in college?’ [My grandmother in Virginia said,] ‘Oh, I didn’t go to college — girls in that day didn’t go to college. We went to work.’ That was a moment for me of, ‘Wow, I just have these assumptions about my life that are not a given.’
Girls in my grandmothers’ day went to college. Both of mine went to college. One of them earned a PhD in a STEM field; the other became a teacher. Teacher was a pretty common profession for women in my grandmother’s day. So was nurse.
I can take that a step further: my great-grandmother went to college.
Perhaps she meant was girls in Korea didn’t go to college in those days, though I’m sure Korea had needed plenty of nurses about 70 years ago, and frankly I’m not sure many men were going to college in those days.
I often idly wonder if elites push SJW nonsense to remove competitors. Yeji Jung is probably a very bright young woman who would have made an excellent doctor or medical researcher. Instead she has shuffled off to irrelevance.
Lockhart’s basic take is that most of us have math backwards. We approach (and thus teach) it as useful but not fun–something to be slogged through, memorized, and then avoided as much as possible. By contrast, Lockhart sees math as more fun than useful.
I do not mean that Lockhart denies the utility of balancing your checkbook or calculating how much power your electrical grid can handle, but most of the math actual mathematicians do isn’t practical. They do it because they enjoy it; they love making patterns with numbers and shapes. Just because paint has a very practical use in covering houses doesn’t mean we shouldn’t encourage kids to enjoy painting pictures; similarly, Lockhart wants kids to see mathematics as fun.
But wait, you say, what if this loosey-goosey, free-form, new math approach results in kids who spend a lot of time trying to re-derive pi from first principles but never really learning algebra? Lockhart would probably counter that most kids never truly master algebra anyway, so why make them hate it in the process? Should we only let kids who can paint like the Masters take art class?
If you and your kids already enjoy math, Lockhart may just reinforce what you already know, but if you’re struggling or math is a bore and a chore, Lockhart’s perspective may be just what you need to turn things around and make math fun.
For example: There are multiple ways to group the numbers during double-digit multiplication, all equally “correct”; the method you chose is generally influenced by things like your familiarity with double-digit multiplication and the difficulty of the problem. When I observed one of my kids making errors in multiplication because of incorrect regrouping, I showed them how to use a more expanded way of writing out the numbers to make the math clearer–promptly eliciting protests that I was “doing it wrong.” Inspired by Lockhart, I explained that “There is no one way to do math. Math is the art of figuring out answers, and there are many ways to get from here to there.” Learning how to use a particular approach—“Put the numbers here, here, and here and then add them”–is useful, but should not be elevated above using whatever approach best helps the child understand the numbers and calculate the correct answers.
The only difficulty with Lockhart’s approach is figuring out what to actually do when you sit down at the kitchen table with your kids, pencil and paper in hand. The book has a couple of sample lessons but isn’t a full k-12 curriculum. It’s easy to say, “I’m going to do a free-form curriculum that requires going to the library every day and uses every experience as a learning opportunity,” and rather harder to actually do it. With a set curriculum, you at least know, “Here’s what we’re going to do today.”
My own personal philosophy is that school time should be about 50% formal instruction and 50% open-ended exploration. Kids need someone to explain how the alphabet works and what these funny symbols on the math worksheet mean; they also need time to read fun books and play with numbers. They should memorize their times tables, but a good game can make times tables fun. In short, I think kids should have both a formal, straightforward curriculum or set of workbooks (I have not read enough math textbooks to recommend any particular ones,) and a set of math enrichment activities, like tangrams, pattern blocks, reading about Penrose the Mathematical Cat, or watching Numberphile on YouTube.
(Speaking of Penrose, I thought the chapter on binary went right over my kids’ heads, but yesterday they returned all of their answers in math class in binary, so I guess they picked up more than I gave them credit for.)
YouCubed.org is an interesting website I recently discovered. So far we’ve only done two of the activities, but they were cute and I suspect the website will make a useful addition to our lessons. If you’ve used it, I’d love to hear your thoughts on it.
I have yet to find any “science kits” that actually teach science–most are just science-themed toys. There’s nothing wrong with that, but don’t expect your kid to re-derive the principles of chemistry via a baking soda volcano.
Smaller kids aren’t ready for the kind of thinking required for actual scientific research, but they can still learn plenty of science the mundane way: by reading. So here are some of our favorite science books/activities:
We did geology over the winter, centered around Rocks, Rivers, and the Changing Earth. It’s a lovely book (reading level about second grade?) with instructions for many simple experiments (eg, put rocks, sand, water in a glass jar and carefully shake/swirl to observe the effects of different water speeds on riverbanks) and handily complements any nature walks, rock collecting trip, or expeditions to the seashore.
WARNING: This book was published before plate tectonics became widely accepted and so has a confused chapter or two on how mountains form. SKIP THIS CHAPTER.
We also tried making polished stones in a rock tumbler (verdict: not worth the cost.)
I like to read this with a globe and children’s atlas at hand, so I can easily demonstrate things like latitude and longitude, distances, and different map projections.
With spring’s arrival we also began a study of plants and insects.
If you’ve never started your own plants from seed, any common crop seeds sold at the store–beans, peas, corn, squash, and most flowers–will sprout quickly and easily. If you want to keep your plants indoors, I recommend you get a bag of dirt at the garden center. This dirt is supposed to be “clean”; the dirt found outside in your yard is full of bugs that you probably weren’t intending on studying in your living room.
Speaking of bugs, we bought the “raise your own ladybugs” and butterflies kits, but I don’t recommend these as real caterpillars are nowhere near as cute and interesting as the very hungry one in the story. I think you’re better off just collecting ladybugs in the wild and reading about them at home.
Super Science: Matter Matters is a fabulous pop-up/lift-the-flap book about chemistry. We were very lucky to receive this as a birthday gift. (Birthday hint: the homeschooling families in your life would always like more books.) The book is a little fragile, so not appropriate for younger children who might pull too hard on the tabs, but great for everyone else.
The other day on Twitter, Nick B. Steves challenged me to find data supporting or refuting his assertion that Nerds vs. Jocks is a false stereotype, invented around 1975. Of course, we HBDers have a saying–“all stereotypes are true,” even the ones about us–but let’s investigate Nick’s claim and see where it leads us.
(NOTE: If you have relevant data, I’d love to see it.)
Unfortunately, terms like “nerd,” “jock,” and “chad” are not all that well defined. Certainly if we define “jock” as “athletic but not smart” and nerd as “smart but not athletic,” then these are clearly separate categories. But what if there’s a much bigger group of people who are smart and athletic?
Or what if we are defining “nerd” and “jock” too narrowly? Wikipedia defines nerd as, “a person seen as overly intellectual, obsessive, or lacking social skills.” I recall a study–which I cannot find right now–which found that nerds had, overall, lower-than-average IQs, but that study included people who were obsessive about things like comic books, not just people who majored in STEM. Similarly, should we define “jock” only as people who are good at sports, or do passionate sports fans count?
For the sake of this post, I will define “nerd” as “people with high math/science abilities” and “jock” as “people with high athletic abilities,” leaving the matter of social skills undefined. (People who merely like video games or watch sports, therefore, do not count.)
Nick is correct on one count: according to Wikipedia, although the word “nerd” has been around since 1951, it was popularized during the 70s by the sitcom Happy Days. However, Wikipedia also notes that:
An alternate spelling, as nurd or gnurd, also began to appear in the mid-1960s or early 1970s. Author Philip K. Dick claimed to have coined the nurd spelling in 1973, but its first recorded use appeared in a 1965 student publication at Rensselaer Polytechnic Institute.Oral tradition there holds that the word is derived from knurd (drunk spelled backward), which was used to describe people who studied rather than partied. The term gnurd (spelled with the “g”) was in use at the Massachusetts Institute of Technology by 1965. The term nurd was also in use at the Massachusetts Institute of Technology as early as 1971 but was used in the context for the proper name of a fictional character in a satirical “news” article.
suggesting that the word was already common among nerds themselves before it was picked up by TV.
Terman’s goal was to disprove the then-current belief that gifted children were sickly, socially inept, and not well-rounded.
This belief was especially popular in a little nation known as Germany, where it inspired people to take schoolchildren on long hikes in the woods to keep them fit and the mass-extermination of Jews, who were believed to be muddying the German genepool with their weak, sickly, high-IQ genes (and nefariously trying to marry strong, healthy German in order to replenish their own defective stock.) It didn’t help that German Jews were both high-IQ and beset by a number of illnesses (probably related to high rates of consanguinity,) but then again, the Gypsies are beset by even more debilitating illnesses, but no one blames this on all of the fresh air and exercise afforded by their highly mobile lifestyles.
(Just to be thorough, though, the Nazis also exterminated the Gypsies and Hans Asperger’s subjects, despite Asperger’s insistence that they were very clever children who could probably be of great use to the German war effort via code breaking and the like.)
The results of Terman’s study are strongly in Nick’s favor. According to Psychology Today’s account:
His final group of “Termites” averaged a whopping IQ of 151. Following-up his group 35-years later, his gifted group at mid-life definitely seemed to conform to his expectations. They were taller, healthier, physically better developed, and socially adept (dispelling the myth at the time of high-IQ awkward nerds).
…the first volume of the study reported data on the children’s family, educational progress, special abilities, interests, play, and personality. He also examined the children’s racial and ethnic heritage. Terman was a proponent of eugenics, although not as radical as many of his contemporary social Darwinists, and believed that intelligence testing could be used as a positive tool to shape society.
Based on data collected in 1921–22, Terman concluded that gifted children suffered no more health problems than normal for their age, save a little more myopia than average. He also found that the children were usually social, were well-adjusted, did better in school, and were even taller than average. A follow-up performed in 1923–1924 found that the children had maintained their high IQs and were still above average overall as a group.
Of course, we can go back even further than Terman–in the early 1800s, allergies like hay fever were associated with the nobility, who of course did not do much vigorous work in the fields.
My impression, based on studies I’ve seen previously, is that athleticism and IQ are positively correlated. That is, smarter people tend to be more athletic, and more athletic people tend to be smarter. There’s a very obvious reason for this: our brains are part of our bodies, people with healthier bodies therefore also have healthier brains, and healthier brains tend to work better.
At the very bottom of the IQ distribution, mentally retarded people tend to also be clumsy, flacid, or lacking good muscle tone. The same genes (or environmental conditions) that make children have terrible health/developmental problems often also affect their brain growth, and conditions that affect their brains also affect their bodies. As we progress from low to average to above-average IQ, we encounter increasingly healthy people.
In most smart people, high-IQ doesn’t seem to be a random fluke, a genetic error, nor fitness reducing: in a genetic study of children with exceptionally high IQs, researchers failed to find many genes that specifically endowed the children with genius, but found instead a fortuitous absence of deleterious genes that knock a few points off the rest of us. The same genes that have a negative effect on the nerves and proteins in your brain probably also have a deleterious effect on the nerves and proteins throughout the rest of your body.
Controlling for age, physical maturity, and mother’s education, a significant curvilinear relationship between intelligence and coital status was demonstrated; adolescents at the upper and lower ends of the intelligence distribution were less likely to have sex. Higher intelligence was also associated with postponement of the initiation of the full range of partnered sexual activities. … Higher intelligence operates as a protective factor against early sexual activity during adolescence, and lower intelligence, to a point, is a risk factor.
Here we see the issue plainly: males at 120 and 130 IQ are less likely to get laid than clinically retarded men in 70s and 60s. The right side of the graph are “nerds”, the left side, “jocks.” Of course, the high-IQ females are even less likely to get laid than the high-IQ males, but males tend to judge themselves against other men, not women, when it comes to dating success. Since the low-IQ females are much less likely to get laid than the low-IQ males, this implies that most of these “popular” guys are dating girls who are smarter than themselves–a fact not lost on the nerds, who would also like to date those girls.
In 2001, the MIT/Wellesley magazine Counterpart (Wellesley is MIT’s “sister school” and the two campuses allow cross-enrollment in each other’s courses) published a sex survey that provides a more detailed picture of nerd virginity:
I’m guessing that computer scientists invented polyamory, and neuroscientists are the chads of STEM. The results are otherwise pretty predictable.
Unfortunately, Counterpoint appears to be defunct due to lack of funding/interest and I can no longer find the original survey, but here is Jason Malloy’s summary from Gene Expression:
By the age of 19, 80% of US males and 75% of women have lost their virginity, and 87% of college students have had sex. But this number appears to be much lower at elite (i.e. more intelligent) colleges. According to the article, only 56% of Princeton undergraduates have had intercourse. At Harvard 59% of the undergraduates are non-virgins, and at MIT, only a slight majority, 51%, have had intercourse. Further, only 65% of MIT graduate students have had sex.
The student surveys at MIT and Wellesley also compared virginity by academic major. The chart for Wellesley displayed below shows that 0% of studio art majors were virgins, but 72% of biology majors were virgins, and 83% of biochem and math majors were virgins! Similarly, at MIT 20% of ‘humanities’ majors were virgins, but 73% of biology majors. (Apparently those most likely to read Darwin are also the least Darwinian!)
How Rolling Stone-ish are the few lucky souls who are doing the horizontal mambo? Well, not very. Considering all the non-virgins on campus, 41% of Wellesley and 32% of MIT students have only had one partner (figure 5). It seems that many Wellesley and MIT students are comfortingly monogamous. Only 9% of those who have gotten it on at MIT have been with more than 10 people and the number is 7% at Wellesley.
Someone needs to find the original study and PUT IT BACK ON THE INTERNET.
But this lack of early sexual success seems to translate into long-term marital happiness, once nerds find “the one.”Lex Fridman’s Divorce Rates by Profession offers a thorough list. The average divorce rate was 16.35%, with a high of 43% (Dancers) and a low of 0% (“Media and communication equipment workers.”)
I’m not sure exactly what all of these jobs are nor exactly which ones should count as STEM (veterinarian? anthropologists?) nor do I know how many people are employed in each field, but I count 49 STEM professions that have lower than average divorce rates (including computer scientists, economists, mathematical science, statisticians, engineers, biologists, chemists, aerospace engineers, astronomers and physicists, physicians, and nuclear engineers,) and only 23 with higher than average divorce rates (including electricians, water treatment plant operators, radio and telecommunication installers, broadcast engineers, and similar professions.) The purer sciences obviously had lower rates than the more practical applied tech fields.
The big outliers were mathematicians (19.15%), psychologists (19.26%), and sociologists (23.53%), though I’m not sure they count (if so, there were only 22 professions with higher than average divorce rates.)
I’m not sure which professions count as “jock” or “chad,” but athletes had lower than average rates of divorce (14.05%) as did firefighters, soldiers, and farmers. Financial examiners, hunters, and dancers, (presumably an athletic female occupation) however, had very high rates of divorce.
According to the survey recently taken by the “infidelity dating website,” Victoria Milan, individuals working in the finance field, such as brokers, bankers, and analysts, are more likely to cheat than those in any other profession. However, following those in finance comes those in the aviation field, healthcare, business, and sports.
With the exception of healthcare and maybe aviation, these are pretty typical Chad occupations, not STEM.
The Mirror has a similar list of jobs where people are most and least likely to be married. Most likely: Dentist, Chief Executive, Sales Engineer, Physician, Podiatrist, Optometrist, Farm product buyer, Precision grinder, Religious worker, Tool and die maker.
Least likely: Paper-hanger, Drilling machine operator, Knitter textile operator, Forge operator, Mail handler, Science technician, Practical nurse, Social welfare clerk, Winding machine operative, Postal clerk.
I struggled to find data on male fertility by profession/education/IQ, but there’s plenty on female fertility, eg the deceptively titled High-Fliers have more Babies:
…American women without any form of high-school diploma have a fertility rate of 2.24 children. Among women with a high-school diploma the fertility rate falls to 2.09 and for women with some form of college education it drops to 1.78.
However, among women with college degrees, the economists found the fertility rate rises to 1.88 and among women with advanced degrees to 1.96. In 1980 women who had studied for 16 years or more had a fertility rate of just 1.2.
As the economists prosaically explain: “The relationship between fertility and women’s education in the US has recently become U-shaped.”
Here is another article about the difference in fertility rates between high and low-IQ women.
But female fertility and male fertility may not be the same–I recall data elsewhere indicating that high-IQ men have more children than low IQ men, which implies those men are having their children with low-IQ women. (For example, while Bill and Hillary seem about matched on IQ, and have only one child, Melania Trump does not seem as intelligent as Trump, who has five children.)
Of the 1,508,874 children born in 1920 in the birth registration area of the United states, occupations of fathers are stated for … 96.9%… The average number of children ever born to the present wives of these occupied fathers is 3.3 and the average number of children living 2.9.
The average number of children ever born ranges from 4.6 for foremen, overseers, and inspectors engaged in the extraction of minerals to 1.8 for soldiers, sailors, and marines. Both of these extreme averages are easily explained, for soldier, sailors and marines are usually young, while such foremen, overseers, and inspectors are usually in middle life. For many occupations, however, the ages of the fathers are presumably about the same and differences shown indicate real differences in the size of families. For example, the low figure for dentists, (2), architects, (2.1), and artists, sculptors, and teachers of art (2.2) are in striking contrast with the figure for mine operatives (4.3), quarry operatives (4.1) bootblacks, and brick and stone masons (each 3.9). …
As a rule the occupations credited with the highest number of children born are also credited with the highest number of children living, the highest number of children living appearing for foremen, overseers, and inspectors engaged in the extraction of minerals (3.9) and for steam and street railroad foremen and overseer (3.8), while if we exclude groups plainly affected by the age of fathers, the highest number of children living appear for mine and quarry operatives (each 3.6).
Obviously the job market was very different in 1920–no one was majoring in computer science. Perhaps some of those folks who became mine and quarry operatives back then would become engineers today–or perhaps not. Here are the average numbers of surviving children for the most obviously STEM professions (remember average for 1920 was 2.9):
The Journal-Constitution studied 54 public universities, “including the members of the six major Bowl Championship Series conferences and other schools whose teams finished the 2007-08 season ranked among the football or men’s basketball top 25.”…
Football players average 220 points lower on the SAT than their classmates. Men’s basketball was 227 points lower.
University of Florida won the prize for biggest gap between football players and the student body, with players scoring 346 points lower than their peers.
Georgia Tech had the nation’s best average SAT score for football players, 1028 of a possible 1600, and best average high school GPA, 3.39 of a possible 4.0. But because its student body is apparently very smart, Tech’s football players still scored 315 SAT points lower than their classmates.
UCLA, which has won more NCAA championships in all sports than any other school, had the biggest gap between the average SAT scores of athletes in all sports and its overall student body, at 247 points.
From the original article, which no longer seems to be up on the Journal-Constitution website:
All 53 schools for which football SAT scores were available had at least an 88-point gap between team members’ average score and the average for the student body. …
Football players performed 115 points worse on the SAT than male athletes in other sports.
The differences between athletes’ and non-athletes’ SAT scores were less than half as big for women (73 points) as for men (170).
Many schools routinely used a special admissions process to admit athletes who did not meet the normal entrance requirements. … At Georgia, for instance, 73.5 percent of athletes were special admits compared with 6.6 percent of the student body as a whole.
On the other hand, as Discover Magazine discusses in “The Brain: Why Athletes are Geniuses,” athletic tasks–like catching a fly ball or slapping a hockey puck–require exceptionally fast and accurate brain signals to trigger the correct muscle movements.
Ryan Stegal studied the GPAs of highschool student athletes vs. non-athletes and found that the athletes had higher average GPAs than the non-athletes, but he also notes that the athletes were required to meet certain minimum GPA requirements in order to play.
But within athletics, it looks like the smarter athletes perform better than dumber ones, which is why the NFL uses the Wonderlic Intelligence Test:
NFL draft picks have taken the Wonderlic test for years because team owners need to know if their million dollar player has the cognitive skills to be a star on the field.
What does the NFL know about hiring that most companies don’t? They know that regardless of the position, proof of intelligence plays a profound role in the success of every individual on the team. It’s not enough to have physical ability. The coaches understand that players have to be smart and think quickly to succeed on the field, and the closer they are to the ball the smarter they need to be. That’s why, every potential draft pick takes the Wonderlic Personnel Test at the combine to prove he does–or doesn’t—have the brains to win the game. …
The first use of the WPT in the NFL was by Tom Landry of the Dallas Cowboys in the early 70s, who took a scientific approach to finding players. He believed players who could use their minds where it counted had a strategic advantage over the other teams. He was right, and the test has been used at the combine ever since.
For the NFL, years of testing shows that the higher a player scores on the Wonderlic, the more likely he is to be in the starting lineup—for any position. “There is no other reasonable explanation for the difference in test scores between starting players and those that sit on the bench,” Callans says. “Intelligence plays a role in how well they play the game.”
A large study conducted at the Sahlgrenska Academy and Sahlgrenska University Hospital in Gothenburg, Sweden, reveals that young adults who regularly exercise have higher IQ scores and are more likely to go on to university.
The study was published in the Proceedings of the National Academy of Sciences (PNAS), and involved more than 1.2 million Swedish men. The men were performing military service and were born between the years 1950 and 1976. Both their physical and IQ test scores were reviewed by the research team. …
The researchers also looked at data for twins and determined that primarily environmental factors are responsible for the association between IQ and fitness, and not genetic makeup. “We have also shown that those youngsters who improve their physical fitness between the ages of 15 and 18 increase their cognitive performance.”…
I have seen similar studies before, some involving mice and some, IIRC, the elderly. It appears that exercise is probably good for you.
I have a few more studies I’d like to mention quickly before moving on to discussion.
Overall, it looks like smarter people are more athletic, more athletic people are smarter, smarter athletes are better athletes, and exercise may make you smarter. For most people, the nerd/jock dichotomy is wrong.
However, there is very little overlap at the very highest end of the athletic and intelligence curves–most college (and thus professional) athletes are less intelligent than the average college student, and most college students are less athletic than the average college (and professional) athlete.
Additionally, while people with STEM degrees make excellent spouses (except for mathematicians, apparently,) their reproductive success is below average: they have sex later than their peers and, as far as the data I’ve been able to find shows, have fewer children.
Even if there is a large overlap between smart people and athletes, they are still separate categories selecting for different things: a cripple can still be a genius, but can’t play football; a dumb person can play sports, but not do well at math. Stephen Hawking can barely move, but he’s still one of the smartest people in the world. So the set of all smart people will always include more “stereotypical nerds” than the set of all athletes, and the set of all athletes will always include more “stereotypical jocks” than the set of all smart people.
In my experience, nerds aren’t socially awkward (aside from their shyness around women.) The myth that they are stems from the fact that they have different interests and communicate in a different way than non-nerds. Let nerds talk to other nerds, and they are perfectly normal, communicative, socially functional people. Put them in a room full of non-nerds, and suddenly the nerds are “awkward.”
Unfortunately, the vast majority of people are not nerds, so many nerds have to spend the majority of their time in the company of lots of people who are very different than themselves. By contrast, very few people of normal IQ and interests ever have to spend time surrounded by the very small population of nerds. If you did put them in a room full of nerds, however, you’d find that suddenly they don’t fit in. The perception that nerds are socially awkward is therefore just normie bias.
Why did the nerd/jock dichotomy become so popular in the 70s? Probably in part because science and technology were really taking off as fields normal people could aspire to major in, man had just landed on the moon and the Intel 4004 was released in 1971. Very few people went to college or were employed in sciences back in 1920; by 1970, colleges were everywhere and science was booming.
And at the same time, colleges and highschools were ramping up their athletics programs. I’d wager that the average school in the 1800s had neither PE nor athletics of any sort. To find those, you’d probably have to attend private academies like Andover or Exeter. By the 70s, though, schools were taking their athletics programs–even athletic recruitment–seriously.
How strong you felt the dichotomy probably depends on the nature of your school. I have attended schools where all of the students were fairly smart and there was no anti-nerd sentiment, and I have attended schools where my classmates were fiercely anti-nerd and made sure I knew it.
But the dichotomy predates the terminology. Take Superman, first 1938. His disguise is a pair of glasses, because no one can believe that the bookish, mild-mannered, Clark Kent is actually the super-strong Superman. Batman is based on the character of El Zorro, created in 1919. Zorro is an effete, weak, foppish nobleman by day and a dashing, sword-fighting hero of the poor by night. Of course these characters are both smart and athletic, but their disguises only work because others do not expect them to be. As fantasies, the characters are powerful because they provide a vehicle for our own desires: for our everyday normal failings to be just a cover for how secretly amazing we are.
But for the most part, most smart people are perfectly fit, healthy, and coordinated–even the ones who like math.