2021
DOI: 10.1016/j.rssm.2021.100628
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Gene-environment interactions and school tracking during secondary education: Evidence from the U.S.

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Cited by 9 publications
(10 citation statements)
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“…However, the empirical evidence related to this research question is mixed and inconclusive (see Table S1 in the online supplement for a systematic review). Some molecular studies find that genes are more predictive of educational outcomes among individuals from socioeconomic advantaged contexts (Ronda et al 2022;Uchikoshi and Conley 2021) thus supporting the idea that a family's advantaged environment allows an individual to fully express their genetic propensity for cognitive skills or educational outcomes. By contrast, other studies show that genes are more predictive of educational outcomes among low-SES individuals (Harden et al 2020;Lin 2020;von Stumm et al 2020).…”
Section: Introductionmentioning
confidence: 87%
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“…However, the empirical evidence related to this research question is mixed and inconclusive (see Table S1 in the online supplement for a systematic review). Some molecular studies find that genes are more predictive of educational outcomes among individuals from socioeconomic advantaged contexts (Ronda et al 2022;Uchikoshi and Conley 2021) thus supporting the idea that a family's advantaged environment allows an individual to fully express their genetic propensity for cognitive skills or educational outcomes. By contrast, other studies show that genes are more predictive of educational outcomes among low-SES individuals (Harden et al 2020;Lin 2020;von Stumm et al 2020).…”
Section: Introductionmentioning
confidence: 87%
“…Isungset et al 2022), schooltracking (e.g. Uchikoshi and Conley 2021), educational attainment (e.g. Lin 2020), years of education (e.g.…”
Section: Behavioral Genetic Literaturementioning
confidence: 99%
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“…Focusing on mathematics tracking in the US high school system, Harden et al (2020) find a non-significant positive moderation of the genetic effect on the initial tracking level by school socio-economic status and a significant negative moderation for the persistence in a given track. Finally, Uchikoshi and Conley (2021) report stronger genetic effects on educational attainment and mathematics tracking for individuals with a higher social origin.…”
Section: Introductionmentioning
confidence: 89%
“…Papageorge and Thom (2020) find a stronger association between an EA PGI and college completion for Americans (born in the first half of the twentieth century) with stronger socioeconomic backgrounds (cf. Uchikoshi and Conley 2021). Ronda et al (2022) corroborate this finding in a sample of Danes born 1985–2005, using various measures of family (dis)advantage.…”
Section: Theory and Previous Researchmentioning
confidence: 99%