There is a field of study called “happiness research,” which tries to analyze what makes people happy. Prof. Michael Hagerty of the University of California at Davis surveyed decades of international happiness research and found that “for the most part, the top-rated countries are small and homogeneous.” As he explained, such countries “have a similar world view and a similar religion, so that it’s easier for them to communicate and to understand each other’s motives.” He also noted that “they don’t have race problems.” In the conclusion of his 148-country diversity survey Tatu Vanhanen wrote, “It is easier to establish harmonious social relations in ethnically homogeneous societies than in ethnically divided ones because people are more helpful towards each other in ethnically homogeneous societies.” There can, of course, be many different kinds of division in a country: language, religion, race, class, etc. However, of all these, race seems to be the most difficult to bridge.
— Jared Taylor White Identity: Racial Consciousness in the 21st Century
Tags: race, homogeneity, harmony, happiness, diversity

Other Quotes by "Jared Taylor"

Clearly, our immigration policies should be reexamined. A convincing case can be made on environmental grounds alone that a nation of 300,000,000 needs no more people, especially since it would enjoy natural growth if the borders were closed tomorrow. How can we possibly claim to be fighting environmental degradation or hope for energy independence when we import a million or more people every year? How can we claim to be fighting poverty, crime, school failure, or disease when we import people who are more likely than natives to be poor, criminals, school failures, and to suffer from strange diseases? Immigration is even harder to justify when many newcomers speak no English, maintain foreign loyalties, or practice disconcerting religions. It is profoundly unwise to add yet more disparate elements to a population already divided by diversity. [D]emographers and economists are making dire projections based on the lower likelihood of blacks and Hispanics to become productive workers. These people go on to insist that the solution is to improve education for blacks and Hispanics, but the United States has already made enormous efforts to that end. There is no reason to think some kind of breakthrough is imminent. Clearly, the solution to the problems posed by an increasing Hispanic population is to stop Hispanic immigration. However, [...], our policy-makers are too afraid of accusations of racism to draw such an obvious conclusion. Americans must open their eyes to the fact that a changing population could change everything in America. The United States could come to resemble the developing world rather than Europe—in some places it already does. One recent book on immigration to Europe sounded a similar alarm when the author asked: “Can you have the same Europe with different people?” His answer was a forthright “no.” It should be clear from the changes that have already taken place in the United States that we cannot have the same America with different people, either. Different populations build different societies. The principles of European and European-derived societies—freedom of speech, the rule of law, respect for women, representative government, low levels of corruption—do not easily take root elsewhere. They were born out of centuries of struggle, false starts, and setbacks, and cannot be taken for granted. A poorer, more desperate America, one riven with racial rivalries, one increasingly populated by people who come from non-Western traditions could turn its back on those principles. Many people assert that all people can understand and assimilate Western thinking—and yet cultures are very different. Can you, the reader, imagine emigrating to Cambodia or Saudi Arabia or Tanzania and assimilating perfectly? Probably not; yet everyone in the world is thought to be a potential American. Even if there is only a small chance that non-Western immigrants will establish alien and unsettling practices, why take this risk? Immigration to the United States, like immigration to any nation, is a favor granted by citizens to foreigners. It is not a right. Immigration advocates often point to the objections Anglo-Americans made to turn-of-the-century immigrants from Italy, Ireland, Hungary, and other “non-Nordic” countries. They point out that these immigrants assimilated, and insist that Mexicans and Haitians will do the same. Those advocates overlook the fundamental importance of race. They forget that the United States already had two ill assimilated racial groups long before the arrival of European ethnics—blacks and American Indians—and that those groups are still uncomfortably distinct elements in American society. Different European groups assimilated across ethnic lines after a few generations because they were of the same race. There are many societal fault lines in “diverse” societies—language, religion, ethnicity—but the fault line of race is deepest.
— Jared Taylor White Identity: Racial Consciousness in the 21st Century
Tags: welfare, race, immigration, homogeneity, environmentalism, education, diversity, crime, borders
[M]any whites flee from diversity, but a few welcome it. Joe and Jessica Sweeney of Peoria, Illinois, had been sending their children to private school but decided the multi-racial experience of public school would be valuable. After the switch, their eight-year-old son and nine-year-old daughter were taunted with racial slurs, and became withdrawn. One day, a black student threatened to kill the girl with a box cutter. The same day, the boy showed his parents a large bruise he got when he was knocked down and called “stupid white boy.” The school reacted with indifference. The Sweeneys sent their children back to private school.” Fourteen-year-old James Tokarski was one of a handful of whites attending Bailly Middle School in Gary, Indiana, in 2006. Black students called him “whitey” and “white trash” and repeatedly beat him up. They knocked him unconscious twice. The school offered James a “lunch buddy,” to be with him whenever he was not in class, but his parents took him out of Bailly. The mother of another white student said it was typical for whites to be called “whitey” or “white boy,” and to get passes to eat lunch in the library rather than face hostile blacks in the lunch room. On Cleveland’s West Side, ever since court-ordered busing began in the 1970s, blacks and Hispanics have celebrated May Day by attacking whites. In 2003, Elsie Morales, a Puerto Rican mother of two, told reporters that when she took part in May Day violence as a student in the 1970s she justified it as payback for white oppression. Her daughter Jasmine said it was still common to attack whites: “It’s like if you don’t jump this person with us, you’re a wimp and we’ll get you next.” In the late 1990s, whites were 41 percent of students in Seattle public schools, blacks were 23, and the rest were Hispanic and Asian. In 1995 and 1999, schools conducted confidential surveys about racial harassment. In both years, a considerably larger percentage of white than black students complained of racial taunts or violence. Only an “alternative” newspaper reported the findings, and school representatives refused to discuss them.
— Jared Taylor White Identity: Racial Consciousness in the 21st Century
Tags: virtue-signalling, race, marxism, education, diversity
As whites cease to be the mainstream, their interests become less important. In 2008, the College Board, the New York-based non profit that administers Advanced Placement (AP) tests, announced it was dropping AP courses and exams in Italian, Latin literature, and French literature. Blacks and Hispanics are not interested in those subjects, and they were the groups the College Board wanted to reach. In Berkeley, California, the governance council for the school district came up with a novel plan for bridging the racial achievement gap: eliminate all science labs, fire the five teachers who run them, and spend the money on “underperforming” students. The council explained that science labs were used mainly by white students, so they were a natural target for cuts. Many schools have slashed enriched programs for gifted students because so few blacks and Hispanics qualify for them. Evanston Township High School in Illinois prides itself on diversity and academic excellence but, like so many others, is dismayed that the two do not always go together. In 2010 it eliminated its elite freshman honors courses in English because hardly any blacks or Hispanics met the admission criteria. The honors biology course was scheduled for elimination the next year.
— Jared Taylor White Identity: Racial Consciousness in the 21st Century
Tags: western-civilization, race, history, education, diversity
Many theories have been advanced to explain racial gaps in performance, of which these are the most common: black and Hispanic schools do not get enough money, their classes are too big, students are segregated from whites, minorities do not have enough teachers of their own race. Each of these explanations has been thoroughly investigated. Urban schools, where non-whites are concentrated, often get more money than suburban white schools, so blacks and Hispanics are not short-changed in budget or class size. Teacher race has no detectable effect on learning (Asians, for example, outperform whites regardless of who teaches them), nor do whites in the classroom raise or lower the scores of students of other races. Money is not the problem. From the early 1970s to the 2006-2007 school year per-pupil spending more than doubled in real terms. The Cato Institute calculates that when capital costs are included, the Los Angeles School District spends more than $25,000 per student per year, and the District of Columbia spends more than $28,000. Neither district gets good results. Demographic change can become a vicious cycle: As more minorities and immigrants enter a school system average achievement falls. More money and effort is devoted to these groups, squeezing gifted programs, music and art, and advanced placement courses. The better-performing students leave, and standards fall further.
— Jared Taylor White Identity: Racial Consciousness in the 21st Century
Tags: race, performance, genetics, evolution, education, diversity, demographics
In all racial groups, students from wealthy households tend to score better than those who are poor, but income does not explain group differences. A study by McKinsey and Company found that white fourth graders living in poverty scored higher—by the equivalent of about half-a-year’s instruction—than black fourth graders who were not poor. These differences increase in high school. On the 2009 math and verbal SAT tests, whites from families with incomes of less than $20,000 not only had an average combined score that was 117 points (out of 1600) higher than the average for all blacks, they even outscored by 12 points blacks who came from families with incomes of $160,000 to $200,000. Educators and legislators have not ignored the problem. The race gap in achievement is such a preoccupation that in 2007, 4,000 educators and experts attended an “Achievement Gap Summit” in Sacramento. They took part in no fewer than 125 panels on ways to help blacks and Hispanics do as well as whites and Asians. Overwhelming majorities in Congress passed the No Child Left Behind Act in 2002 to improve student performance and bridge achievement gaps. The government budgeted $24.4 billion for the program for fiscal year 2007, and its requirements for “Adequate Yearly Progress” have forced change on many schools. This is only the latest effort in more than 25 years of federal involvement. The result? In 2009, Chester E. Finn, Jr., a former education official in the Reagan administration, put it this way: “This is a nearly unrelenting tale of woe and disappointment. If there’s any good news here, I can’t find it.
— Jared Taylor White Identity: Racial Consciousness in the 21st Century
Tags: wealth, race, genetics, evolution, education, diversity
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