Case Study: Comparing Taiwanese and Iranian Overseas Students
Let's look at two countries with similar numbers of overseas students.
Iran has a population of 80 million. Taiwan has a population of 23 million. Iran has a huge population advantage compared to Taiwan. If everything else was equal, we would expect more geniuses to emerge in Iran per year.
In 1980, Iran had a peak of 56,000 Iranian students studying in the United States.
In 1995, Taiwanese students peaked at 36,000 in the United States.
Today, Iran has 50,000 students studying abroad.
Today, Taiwan has about 54,000 students studying abroad. (Citation:
The Continuing Attraction for Taiwanese of Study Abroad | American Chamber of Commerce (August 15, 2016))
Taiwan industrialized, but Iran did not.
Examples of Taiwanese industrialization include TSMC 10nm semiconductor logic-chip fabrication technology, MediaTek as the world's second-largest SoC (system on a chip) designer after Qualcomm, Quanta and Compal own the patents for notebook computers to enable Taiwan to have a 90% worldwide market share for notebook computers, ITRI developed its own CNC machine tool controller software, National Chung-Shan Institute of Science and Technology (NCSIST) developed an indigenous AESA radar, Largan owns the patents and the market for advanced optics in smartphones, National Chin Yi University of Technology developed a sub-micron lathe, etc.
The Iranians (Persians) were a great ancient historical power. However, the criterion today is industrialization. Despite sending 50,000 students overseas for 40 years, Iran has little to show for it.
How do we explain the disparity in results between Taiwan and Iran?
The simplest and most obvious answer is probably average national IQ.
Iran has an average national IQ of 84.
Taiwan has an average national IQ of 104.
There does not appear to be another reasonable explanation. Iran and Taiwan both sent about 50,000 students overseas for 40 years. Taiwan industrialized and Iran did not.
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Infographic: Iranian Students in the United States | The Washington Institute (February 14, 2014)