ArticleAJOB empirical bioethics
Nature vs. Nurture in Precision Education: Insights of Parents and the Public.
Article in AJOB empirical bioethics. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Schoolhouse risk: Can we mitigate the polygenic Pygmalion effect?Acta psychologica · 2024Trial
- Social and Behavioral Genomics: On the Ethics of the Research and Its Downstream Applications.Annual review of genomics and human genetics · 2025Review
- Social and Behavioral Genomics: What Does It Mean for Pediatrics?The Journal of pediatrics · 2024Article
- Editorial: Behavior-Driven Changes in Gene Expression.Frontiers in behavioral neuroscience · 2022Article
- "Ethical Responsibility Very Often Gets Drowned Out": A Qualitative Interview Study of Genome Scientists' and ELSI Scholars' Perspectives on the Role and Relevance of ELSI Expertise.AJOB empirical bioethicsArticle
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Authors and funding
6 authors.
Funding
Abstract
backgroundThe philosophical debate about the roles of nature versus nurture in human flourishing is not new. But the rise of precision education-a growing field of research that encourages the use of genetic data to inform educational trajectory and interventions to better meet student needs-has renewed historical and ethical concerns. A major worry is that "genetic hype" may skew public perceptions toward a deterministic perception of the child's educational trajectory, regardless of the child's capacities, and underestimation of environmental factors affecting educational outcomes. We tested this hypothesis with parents and adults from the general public in the US.
methodsA newly developed computerized implicit association test (IAT) to assess automatic associations between genetics or environments and student behaviors that are associated with educational achievement was administered to samples of parents of children below 21 years old (n = 450) and adults from the general public (n = 419). The samples were representative of the adult US population and adjusted to oversample Black/African American participants. An overall D score for participants' IATs (range: [-2, 2]) was calculated on the basis of the speed of participants' responses.
resultsThe mean IAT score for both samples indicated stronger association between the quality of being a good student and environment rather than genetics (parents: mean=-0.146, t = -6.56, p < 0.001; general public: mean = -0.249, t = -9.45, p < 0.0001). Younger participants from the general public showed a stronger association between genetics and educational success than middle-aged participants (β = -0.301, p = 0.006).
conclusionThe views of parents and the general public on behavioral genetics and education are complex but call for investment in creating educational environments that are supportive of student success. Future research is needed to understand differences across age groups and to explore views of other stakeholders involved in determining children's educational trajectories about the roles of nature versus nurture in precision education.
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