Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-t5tsf Total loading time: 0 Render date: 2024-11-08T00:00:40.643Z Has data issue: false hasContentIssue false

9 - Ethical Implications of Behavioral Genetics on Education

Published online by Cambridge University Press:  06 October 2017

By
Victoria J. Schenker  and
Stephen A. Petrill
Edited by
Susan Bouregy ,
Elena L. Grigorenko ,
Stephen R. Latham  and
Mei Tan
Susan Bouregy
Affiliation:
Yale University, Connecticut
Elena L. Grigorenko
Affiliation:
Yale University, Connecticut
Stephen R. Latham
Affiliation:
Yale University, Connecticut
Mei Tan
Affiliation:
University of Texas, Houston
Get access
Type
Chapter
Information
Genetics, Ethics and Education , pp. 202 - 220
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anders, Y., Rossbach, H.-G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., et al. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27, 231–244.CrossRefGoogle Scholar
Asbury, K., & Plomin, R. (2014). G is for genes: The impact of genetics on education and achievement. West Sussex, UK: Wiley-Blackwell.Google Scholar
Babad, E. Y., Inbar, J., & Rosenthal, R. (1982). Pygmalion, Galatea, and the Golem: Investigations of biased and unbiased teachers. Journal of Educational Psychology, 74(4), 459–474.CrossRefGoogle Scholar
Berryessa, C. M. (2013). Ethical, legal, social, and policy implications of behavioral genetics. Annual Review of Genomics and Human Genetics, 14, 515–534.Google Scholar
Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37(4), 408–426.Google Scholar
Byrne, B., Olson, R. K., Samuelsson, S., Wadsworth, S., Corley, R., DeFries, J. C., et al. (2006). Genetic and environmental influences on early literacy. Journal of Research in Reading, 29(1), 33–49.CrossRefGoogle Scholar
Byrne, B., Wadsworth, S., Corley, R., Samuelsson, S., Quain, P., DeFries, J.C., et al. (2005). Longitudinal twin study of early literacy development: Preschool and kindergarten phases. Scientific Studies of Reading, 9(3), 219–235.CrossRefGoogle Scholar
Byrne, B., Samuelsson, S., Wadsworth, S., Hulslander, J., Corley, R., DeFries, J. C., et al. (2007). Longitudinal twin study of early literacy development: Preschool through grade 1. Reading and Writing, 20 (1–2), 77–102.Google Scholar
Connor, C. M., Spencer, M., Day, S. L., Giuliani, S., Ingebrand, S. W., McLean, L., et al. (2014). Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes. Journal of Educational Psychology. doi:10.1037/a0035921CrossRefGoogle ScholarPubMed
Eicher, J. D., & Gruen, J. R. (2013). Imaging-genetics in dyslexia: Connecting risk genetic variants to brain neuroimaging and ultimately to reading impairments. Molecular Genetics and Metabolism, 110(3), 201–212.Google Scholar
Harlaar, N., Dale, P. S., & Plomin, R. (2007). From learning to read to reading to learn: Substantial and stable genetic influence. Child Development, 78(1), 116–131.Google Scholar
Harlaar, N., Deater-Deckard, K., Thompson, L. A., DeThorne, L. S., & Petrill, S. A. (2011). Associations between reading achievement and independent reading in early elementary school: A genetically informative cross-lagged study. Child Development, 82(6), 2123–2137.Google Scholar
Harold, G. T., Leve, L. D., Elam, K. K., Thapar, A., Neiderhiser, J. M., Natsuaki, M. N., et al. (2013). The nature of nurture: Disentangling passive genotype-environment correlation from family relationship influences on children’s externalizing problems. Journal of Family Psychology, 27(1), 12–21.CrossRefGoogle ScholarPubMed
Hart, S. A., Logan, J. A. R., Soden-Hensler, B., Kershaw, S., Taylor, J., & Schatschneider, C. (2013a). Exploring how nature and nurture affect the development of reading: An analysis of the Florida Twin Project on Reading. Developmental Psychology, 49(10), 1971–1981.CrossRefGoogle ScholarPubMed
Hart, S. A., Soden, B., Johnson, W., Schatschneider, C., & Taylor, J. (2013b). Expanding the environment: Gene x school-level SES interaction on reading comprehension. Journal of Child Psychology and Psychiatry, 54(10), 1047–1055.Google Scholar
Hart, S. A., Petrill, S. A., Thompson, L. A., & Plomin, R. (2009). The ABCs of math: A genetic analysis of mathematics and its links with reading ability and general cognitive ability. Journal of Educational Psychology, 101(2), 388–402.Google Scholar
Haworth, C. M. A., Dale, P. S., & Plomin, R. (2009). The etiology of science performance: Decreasing heritability and increasing importance of the shared environment from 9 to 12 years of age. Child Development, 80(3), 662–673.CrossRefGoogle Scholar
Haworth, C. M. A., Kovas, Y., Petrill, S. A., & Plomin, R. (2007). Developmental origins of low mathematics performance and normal variation in twins from 7 to 9 years. Twin Research and Human Genetics, 10(1), 106–117.Google Scholar
Kleemans, T., Peeters, M., Segers, E., & Verhoeven, L. (2012). Child and home predictors of early numeracy skills in kindergarten. Early Childhood Research Quarterly, 27, 471–477.Google Scholar
Kovas, Y., Garon-Carrier, G., Boivin, M, Petrill, S. A., Plomin, R., Malykh, S. B., et al. (2015). Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries. Personality and Individual Differences, 80, 51–63.Google Scholar
Kovas, Y., Harlaar, N., Petrill, S. A., & Plomin, R. (2005). “Generalist genes” and mathematics in 7-year-old twins. Intelligence, 33(5), 473–489.Google Scholar
Krapohl, E., & Plomin, R. (2016). Genetic link between family socioeconomic status and children’s educational achievement estimated from genome-wide SNPs. Molecular Psychiatry, 21, 437–443.Google Scholar
Maher, B. (2008). Personal genomes: The case of the missing heritability. Nature, 456(7218), 18–21.Google Scholar
Manolio, T. A., Collins, F. S., Cox, N. J., Goldstein, D. B., Hindorff, L. A., Hunter, D. J., et al. (2009). Finding the missing heritability of complex diseases. Nature, 461(7265), 747–753.Google Scholar
Melhuish, E. C., Phan, M. B., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64(1), 95–114.Google Scholar
Oliver, B., Harlaar, N., Hayiou-Thomas, M. E., Kovas, Y., Walker, S. O., Petrill, S. A., et al. (2004). A twin study of teacher-reported mathematics performance and low performance in 7-year-olds. Journal of Educational Psychology, 96(3), 504–517.Google Scholar
Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9(3–4), 427–440.Google Scholar
Petrill, S. A., Deater-Deckard, K., Thompson, L. A., DeThorne, L. S., & Schatschneider, C. S. (2006). Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes. Journal of Educational Psychology, 98(1), 112–121.Google Scholar
Petrill, S. A., Deater-Deckard, K., Thompson, L. A., Schatschneider, C., DeThorne, L. S., & Vandenbergh, D. J. (2007). Longitudinal genetic analysis of early reading: The Western Reserve Reading Project. Reading and Writing, 20(1–2), 127–146.Google Scholar
Plomin, R. (2013). Child development and molecular genetics: 14 years later. Child Development, 84(1), 104–120.Google Scholar
Poelmans, G., Buitelaar, J. K., Pauls, D. L., & Franke, B. (2011). A theoretical molecular network for dyslexia: Integrating available genetic findings. Mol Psychiatry, 16(4), 365–382.Google Scholar
Rietveld, M. J. H., Hudziak, J. J., Bartels, M., van Beijsterveldt, C. E. M., & Boomsma, D. I. (2004). Heritability of attention problems in children: Longitudinal results from a study of twins, age 3 to 12. Journal of Child Psychology and Psychiatry, 45(3), 577–588.Google Scholar
Rodriguez, E. T., Tamis-LeMonda, C. S., Spellmann, M. E., Pan, B. A., Raikes, H., Lugo-Gil, J., et al. (2009). The formative role of home literacy experiences across the first three years of life in children from low-income families. Journal of Applied Developmental Psychology, 30(6), 677–694.Google Scholar
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development. New York: Holt, Rinehart and Winston.Google Scholar
Saracho, O. N. (1997). Using the home environment to support emergent literacy. Early Child Development and Care, 127(1), 201–216.Google Scholar
Schenker, V. J., & Petrill, S. A. (2015). Overlapping genetic and child-specific nonshared environmental influences on listening comprehension, reading motivation, and reading comprehension. Journal of Communication Disorders, 57, 94–105.Google Scholar
Siperstein, G. N., Pociask, S. E., & Collins, M. A. (2010). Sticks, stones, and stigma: A study of students’ use of the derogatory term “retard.” Intellectual and Developmental Disabilities, 48(2), 126–143.Google Scholar
Stone, R. D. (2003). The cloudy crystal ball: Genetics, child abuse, and the perils of predicting behavior. Vanderbilt Law Review, 56(5), 1557–1590.Google Scholar
Strachan, T. & Read, A. P. (2004). Human molecular genetics 3. London: Garland Press.Google Scholar
Taylor, J., Roehrig, A. D., Soden Hensler, B., Connor, C. M., & Schatschneider, C. (2010). Teacher quality moderates the genetic effects on early reading. Science, 328(5977), 512–514.Google Scholar
Taylor, J., & Schatschneider, C. (2010). Genetic influence on literacy constructs in kindergarten and first grade: Evidence from a diverse twin sample. Behavioral Genetics, 40(5), 591–602.Google Scholar
van Bokhoven, H. (2011). Genetic and epigenetic networks in intellectual disabilities. Annual Review of Genetics, 45, 81–104.Google Scholar
Wadsworth, S. J., Corley, R. P., Hewitt, J. K., Plomin, R., & DeFries, J. C. (2002). Parent-offspring resemblance for reading performance at 7, 12, and 16 years of age in the Colorado Adoption Project. Journal of Child Psychology and Psychiatry, 43(6), 769–774.Google Scholar
Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review, 36(4), 541–561.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×