The Most Important Thing I Learned in the 8th grade….

 

I grew up in the northernmost regions of Wisconsin on the shore of Lake Superior. I also grew up a relatively long time ago. There were no wealthy people around – you were either a working-class family with a regular pay check or a working-class family with an irregular paycheck. It all depended on the work.  My father was a railroad fireman (he shoveled coal in steam engines) and later an engineer on diesel locomotives.  Even though he was in his forties work was very irregular due to the seniority system used by railroads.  The oldest people got their selection of jobs and there were more people than jobs. Many people at the top refused to retire creating a lot of anger and controversy by younger people wanting to work more hours.

The entire population of my home town was from European ancestry – everyone was white. The town was located between two reservations inhabited by the Red Cliff and Bad River Tribes of the Lake Superior Chippewa. It was rare to encounter anyone of Native American ancestry unless you played sports and competed against some of those teams or until you were in middle school or high school. I used to fish on the Bad River Reservation with my grandfather and we got to known some of the men who ran a local boat landing.

Racism was overt and it was everywhere.  That may sound odd given my description of the place, but it would not take much to set people off.  An image on television like Muhammad Ali talking in his usual provocative manner or Willy Mays showboating in center field was all that it took. Racial epithets followed at a rate and intensity that was quite unbelievable.  There were a few cooler heads.  My grandmother was one.  All that she could do was to insist that people not talk like that in her presence.  As a boy – it was a mystery to me that the rest room facilities on trains were segregated – even though we were practically in Canada and there were no black people around.  I asked my father why the porter had to have a separate bathroom and he could not give me an answer.  At the time I had never seen a porter.    

The time frame of my youth coincided with the American Civil Rights Movement (1954-1968) but there was no discussion of it in schools, churches, or the public discourse.  The only place where it came up at all was in my 8^th grade biology course.   On a day back in 1965 – I learned the best lesson I ever learned in high school and possibly in my life.

I was a definite nerd back then and extremely interested in science – especially biology.  It was the only class that seemed to be interesting.  That was probably fueled by being a neurotic kid and always wondering if I had an undiagnosed disease or not.  My imagined symptoms at the time seemed limitless and I would find myself in the library researching rabies and various cancers primarily.  It seemed that cancer was always a dinner table topic for my parents.  A relative with exploratory surgery and the ultimate ending: “They just sewed him back up – there was nothing more they could do.”  There was not a lot available to an 8^th grader with those interests so I ended up picking up a lot of biology on the side. That could be useful or not depending on who the teacher was – so I kept most of it to myself.

I can still recall the excitement of learning that our biology course had been changed to Modern Biology and there was a new textbook (1). Our teacher told us the course would be more relevant and it could also form a basis for a trajectory to college. About all I can remember about it today is frog dissections, the genetics of taste testing and tongue rolling, and the idea that race was a social construct that had nothing to do with biology.

That’s right – the social construct bomb was dropped in the middle of the Great White North in 1965 and it did not make a sound. There was no emphasis about it.  There were no lessons seeking to connect it to the culture at the time and the Civil Rights Movement.  There was no controversy at school board meetings. It was right there is the book.  A biological definition of races and a description that the isolated groups that were called races would probably intermix at some point and the artificial, color-based designations would just disappear.  We would all be one big happy Homo sapiens family. That information was as rational as it was profound when I read it the first time and witnessed how the idea was repeatedly violated over the next 50 years.  I had seen it violated so may times I went back and tried to find the original text that I read it in as an 8^th grader.         

Some of the key quotes from that text are on the following graphic.  The basic idea is that the species originated and subpopulations migrated over thousands of years and were geographically isolated. During that isolation mutations occurred in those populations that led to some alterations in physical appearance but the genome wide similarities were still greater than any between population differences. One standard species definition is the ability to interbreed between populations and that was sustained.  Even though populations were named by different physical characteristics they were biologically identical. In the modern era, the longstanding physical barriers to population mixing are no longer present and we should expect a more homogeneous population over time.

Flash forward to 2024.  I just read a paper (2) that should be read by everyone and combined with my personal experience is the impetus for this post. The additional impetus is the recent election in the US and a political cultural movements that are overtly racist, anti-racist, and anti-anti-racist. There are some common interests.  As a clear example, the overtly racist and anti-anti-racist movements coalesce around the central idea that the white race will be “replaced” by non-white races and this will result in significant loss of political advantage. That theory is called the Great Replacement Theory and it plays out at several levels not the least of which is the claim that one party seeks to use it to their advantage to get more voters and they will do this by illegal immigration. Never mind the fact that non-citizens cannot vote.  And never mind the fact that the current political landscape is a small blip in geological time. 

The paper is written by two evolutionary and theoretical biologists.  Expectedly it contains an abundance of modern theory about human genetics, evolution, and most importantly modes of transmission between individuals in populations. The most interesting focus for biologists and physicians is that there are ways to transmit behaviors between generations that are outside genetic transmission and that there are potential interactions between these modes and individual genetics.  The authors use an example of dairy farming and the persistence of lactase alleles.  Dairy farming can select for those alleles in the population but cultural adaption like the use of milk fermentation can also be successful in the absence of lactase persistence.  The main drivers of non-genetic inheritance are depicted in the graphic at the top of this post from the authors’ paper. 

In the body of the paper, they discuss cultural evolution (CE) and gene culture coevolution (GCC) models.  The lactase allele in the context of dairy farming is an example of GCC.  They discuss common errors made is suggesting that race is biologically based and introduce how cultural factors explain some of the differences attributed to genetics.  Intellectual differences are cited as one early example that was attributed to genetics – but modern genetic studies and combining cultural factors shows that there are no clear genetic differences between comparison populations and that all of the differences in educational achievement can be attributed to cultural factors like cultural role models, parental expectations, resources, social roles, and environmental niche.  Negative factors like racial discrimination and adverse life experiences can also play a role.  This paper is a reminder to carefully look for other sources of variance in large in genome wide association studies (GWAS) and whether cultural factors were studied.  My speculation is that the commonest cultural factor in play these days is childhood trauma because the Adverse Childhood Experiences (ACE) checklist is available and considered a measure. This paper would suggest that is only part of the story.      

So here it is nearly 60 years after I read that race has no biological basis and that it is a social construct - it is still being used to divide citizens, suppress the vote, ration resources, stereotype people, direct violence at people, and actively discriminate against them.  I don’t know if reading this paper will be helpful at all so I provided the slides comparing my 8^th grade biology text and a current state of the art paper in abbreviated form.

I did not touch on the rhetoric involved and that is long, detailed, and discussed in other places on this blog.  Very briefly – philosophers and other rhetoricians have taken an anti-science stand in the past because they believed that science was given too much power.  That came about as philosophical musings gave way to more predictable scientific explanations. The problem is that science is an evolving process rather than a book of clearcut answers with some areas less evolved than others.  Eugenics and even more recent claims that race and associated cultural characteristics and endpoints are genetically based could be considered part of that process.  But many of these arguments still persist and like other areas of science have been politicized.  The authors here present all the reasons those arguments about race as a biological property are wrong.      

It was known in 1963 and it’s even more well known today.

 

George Dawson, MD, DFAPA

Supplementary 1:  In terms of cultural factors and educational attainment I was reminded of one from my background - the Medical College Admissions Test (MCAT).  Back when I took it there was a general knowledge section that was supposed to show that the applicant had a knowledge base outside of science.  It was heavily weighted to the arts and humanities.   It was eventually eliminated because it was shown to favor students in large cities where there was access to art galleries and museums.  The closest I was to a museum was 200 miles away.  My family rarely left town.  When they did it was usually to pick up my father from a train station about 30 miles away.  

 

References:

1: Botticelli CB, Erk FC, Fishleder J, Peterson GE, Smith FW, Strawbridge DW, Van Norma RW, Welch CA (Biological Sciences Curriculum Study). Biological Science: Molecules to Man. Revised Edition. Boston: Houghton Mifflin Company, 1963: 671-674.

2: Lala KN, Feldman MW. Genes, culture, and scientific racism. Proc Natl Acad Sci U S A. 2024 Nov 26;121(48):e2322874121. doi: 10.1073/pnas.2322874121. Epub 2024 Nov 18. PMID: 39556747.        

3:  Creanza N, Kolodny O, Feldman MW. Cultural evolutionary theory: How culture evolves and why it matters. Proc Natl Acad Sci U S A. 2017 Jul 25;114(30):7782-7789. doi: 10.1073/pnas.1620732114. Epub 2017 Jul 24. PMID: 28739941; PMCID: PMC5544263.

 

Graphics Credit:

From reference 2 Copyright © 2024 the Author(s). Published by PNAS. This open access article is distributed under Creative Commons Attribution License 4.0 (CC BY).