In recent decades, educational fields have resisted intelligence research; we created a survey of beliefs about intelligence & administered it to a sample of the general public & a sample of teachers

Warne, Russell T., and Jared Z. Burton. 2019. “Beliefs About Human Intelligence in a Modern American Sample.” PsyArXiv. July 17. doi:10.31234/osf.io/uctxp

Abstract: Research in educational psychology consistently finds a relationship between intelligence and academic performance. However, in recent decades, educational fields, including gifted education, have resisted intelligence research, and there are some experts who argue that intelligence testing should not be used in identifying giftedness. Hoping to better understand this resistance to intelligence research, we created a survey of beliefs about intelligence and administered it online to a sample of the general public and a sample of teachers. We found that there are conflicts between currently accepted intelligence theory and beliefs from the American public and teachers, which has important unintended consequences on gifted education, educational policy and the effectiveness of interventions.

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There may be a tendency for the public to support empirical theories on intelligence when they support egalitarian ideals, & are less accepted as they appear contrary to these principles