ArticleResearch in social stratification and mobility2021
Gene-environment Interactions and School Tracking during Secondary Education: Evidence from the U.S.
Article in Research in social stratification and mobility, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed, 15 citations in OpenAlex.
- Raising the Floor? Genetic Influences on Educational Attainment Through the Lens of the Evolving Swedish Welfare State.Behavior genetics · 2025Article
- Interaction of family SES with children's genetic propensity for cognitive and noncognitive skills: No evidence of the Scarr-Rowe hypothesis for educational outcomes.Research in social stratification and mobility · 2024Article
Corrections and comments
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Authors and funding
2 authors at 2 institutions in 1 country.
Funding
Abstract
There is much evidence to suggest that family background and the context of secondary education both contribute to the formation of educational inequalities. Meanwhile, our knowledge about the role of ability in generating class differences in educational outcomes is still limited. By deploying genetic data that allow us to measure at least part of "innate" ability inherited through biological mechanisms from parents, this study examines how such abilities are associated with educational tracking outcomes among U.S. high schoolers. This study also details our understanding of the role of nature and nurture in the educational attainment processes by testing for gene-environment interactions-that is, a joint, mutually moderating effect of one's genetic potential and one's environment (e.g., family background or school context) on phenotypic outcomes (educational tracking). Using the National Longitudinal Study of Adolescent to Adult Health that collects a unique set of demographic, educational, and genetic characteristics of students, we report the following results: First, a positive association between the genetic potential for educational attainment and taking advanced courses holds even after controlling for previous course tracking measures. Second, results provide suggestive evidence that parental SES amplifies the association between one's genetic potential for educational attainment and mathematics tracking. In contrast to the argument by some stratification scholars that places primary emphasis on the role of social background for the reproduction of educational stratification, the present findings imply that we need to fully consider the role of genetic inheritance for educational stratification in addition to social origin.
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Registered trials
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