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Preface
TeRomainEuropeareagaininastateofperil.Tereisalonghistoryofre-
searchbypsychologistsattemptingtoproveageneticbasisforpurportedracial
dińerencesinintelligence,namelyIQ.Itbeganoveracenturyagowithpsycholo-
gistsnewlyarmedwithIQmeasures,tryingtodińerentiatethoseimmigrants
“fit”forimmigrationtotheUnitedStates(JacksonandWeidman,2004).Afer
thehorrorsoftheTirdReichandracialpurification(Gound,1981),suchwork
fellintodisrepute.Ironically,theCivilRightsmovementintheUnitedStates
re-awakenedinterestinracialdińerences.Onceeducationalinequalitiesbetween
BlacksandWhiteswereacknowledgedandbegantoberedressed,attention
turnedveryquicklytotheuachievementgap”ineducationbetweentheuraces”
(Jensen,1973)asiffourhundredyearsofinequalitycouldbesolvedbydesegre-
gatingsomeschools(OnwuegbuzieandDaley,2001).
OneoftheleadersofthenewinterestinracialdińerencesinIQwasPhilippe
Rushton(seehttps:llpsychology.uwo.calpeoplelfacultylremembrancelrushton.
html).WhenhisworkfellintodisreputeinAmericancircles,hemovedhis
researchbase,ofenwithouttheapprovalofIRBoversight,totwoplaceswhere
itwasnotsodisfavored:racialdińerencesinSouthAfricaunderapartheid,
andtheRomainEasternEurope.ForRushton,theRomaprovidedanatural
experiment:arelativelypureSouthAsiangrouplivinginaEuropeancultural
setting.
AsrecentlyasRushton(2007),theRomawerecharacterizedasscoringlower
onaveragethanWhitesnotasafunctionofdisparitiesincircumstancesbut
becauseoftheirethnicity.Researchhighlightinglowintelligencewasusedinthe
pasttojustifyspecialeducation,sometimesforevenamajorityofRomachildren
(Cvorovic,2014).Paperswithinthelasttenyears(e.g.Bakefr,2011)makebroad
generalizationsaboutRoma:thattheycarelittleforeducationandtendtoavoid
confrontationbywithdrawal.Inanappallingpiece,Bakalar(2004)character-
