So I did a lit review on racial differences in cognitive ability by generation. I should have done this from the beginning, but I had no idea how much research there was on this. Of course, it’s all interpreted from an hyper-environmentalist perspective. Here’s a typical passage in a typical paper:
The negative selection hypothesis may help explain why specific race/ethnic groups, especially subgroups of Black and Latino children, on average, perform below White and Asian children on measurements of cognitive achievement. If parents of immigrant children migrate because of high levels of inequality and lack of opportunity in the country of origin, the negative selection hypothesis suggests that immigrants are more likely to have lower levels of education and ability (Borjas, 1990). Hence, the parents in certain immigrant subgroups may not have the resources—in terms of economic or cultural capital—to help their children succeed academically once in the United States. Moreover, first generation Black and Latino children encounter many obstacles associated with minority status in the United States, including discrimination, racism, and spatial segregation, all of which are risk factors for educational achievement (Palacios et al., 2008).
Notice how “genetic capital” is omitted from discussion. Give non-neglible within population heritabilities, it’s inevitable the parents and their children will bring along these resources too. Regardless, the stumbling block for the “negative selection” hypothesis is that a large body of research, which is completely ignored by the authors, shows that in the case of Black immigrants the contrary is true (e.g., Easterly and Nyarko, 2005; Model, 2005; Feliciano, 2005; Bennet and Lutz, 2009).
The general findings are that differences start early (Glick and Hohmann-Marriott, 2007; Glick, Bates, and Yabiku, 2009.) — in early youth — persist with a bundle of controls — and are found on numerous measures of ability across numerous samples.
(Articles which I already touched upon are in parentheses.)
Kao and Tienda., 1995. Optimism and Achievement: The Educational Performance of Immigrant Youth.
Hao and Bonstead-Bruns, 1998. Parent-Child Differences in Educational Expectations and the Academic Achievement of Immigrant and Native Students
Glick and White, 2003. The Academic Trajectories of Immigrant Youths: Analysis Within and Across Cohorts
Glick and Hohmann-Marriott, 2007. Academic performance of young children in immigrant families- The significance of race, ethnicity, and national origins
(Massey et al. 2007. Black Immigrants and Black Natives Attending Selective Colleges and Universities in the United States.)
Palacios et al., 2008. Early Reading Achievement of Children in Immigrant Families- Is There an Immigrant Paradox?
Glick, Bates, and Yabiku, 2009. Mother’s age at arrival in the United States and early cognitive development
(Bennett and Lutz. 2009. How African American is the net black advantage? Differences in college attendance among immigrant blacks, native blacks, and whites.)
(Richwine, 2009. IQ and Immigration Policy)
Conger, 2010. Immigrant Peers in School and Human Capital Development
Stiefel et al., 2010. Age of entry and the high school performance of immigrant youth
Crosnoe and Turley, 2011. K–12 Educational Outcomes of Immigrant Youth
Feliciano, 2005. Educational Selectivity in U.S. Immigration: How Do Immigrants Compare to Those Left Behind?
Easterly and Nyarko, 2005. Is the brain drain good for Africa?
Model, 2008. The Secret of West Indian Success
Bennet and Lutz, 2009. Bennet and Lutz. How African American is the net black advantage? Differences in college attendance among immigrant blacks, native blacks, and whites