Social and genetic associations with educational performance in a Scandinavian welfare state.

ABSTRACT: Recent research has suggested that across Western developed societies, the influence of genetics on educational outcomes is relatively constant. However, the degree to which family environment matters varies, such that countries with high levels of intergenerational mobility have weaker associations of family background. Research in this vein has relied on twin-based estimates, which involve variance decomposition, so direct assessment of the association of genes and environments is not possible. In the present study, we approach the question by directly measuring the impact of child genotype, parental genetic nurture, and parental realized education on educational achievement in primary and secondary school. We deploy data from a social democratic context (Norway) and contrast our finding

SUBMITTER: Isungset MA 

PROVIDER: S-EPMC9231469 | biostudies-literature | 2022 Jun

REPOSITORIES: biostudies-literature