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Educational Attainment and Personality are Genetically Intertwined

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Educational Attainment and Personality are Genetically Intertwined

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Mõttus, René, et al. “Educational Attainment and Personality Are Genetically Intertwined.” Psychological Science, vol. 28, no. 11, 2017, pp. 1631–39. JSTOR, https://www.jstor.org/stable/26957339. Accessed 28 Mar. 2024.

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Who's to Blame for the Black-White Achievement Gap

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Who's to Blame for the Black-White Achievement Gap

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Samuels, Christina A. "Who's to Blame for the Black-White Achievement Gap?" Education Week, vol. 39, no. 17, 8 Jan. 2020, p. 6. Gale In Context: High School, link.gale.com/apps/doc/A611616932/GPS?u=moun43602&sid=bookmark-GPS&xid=c35827c4. Accessed 28 Mar. 2024.

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Parental Time Investments in Children: Evidence from Denmark

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Parental Time Investments in Children: Evidence from Denmark

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Thomsen, Mette Kjærgaard. “Parental Time Investments in Children: Evidence from Denmark.” Acta Sociologica, vol. 58, no. 3, 2015, pp. 249–63. JSTOR, http://www.jstor.org/stable/24569578. Accessed 28 Mar. 2024.

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Parental Cultural Capital and Student School Performance in Mathematics and Science across Nations

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Parental Cultural Capital and Student School Performance in Mathematics and Science across Nations

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Huang, Haigen, and Guodong Liang. “Parental Cultural Capital and Student School Performance in Mathematics and Science across Nations.” The Journal of Educational Research, vol. 109, no. 3, 2016, pp. 286–95. JSTOR, https://www.jstor.org/stable/26586989. Accessed 28 Mar. 2024.

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"Selective evidence; Education policy." The Economist, vol. 426, no. 9085, 31 Mar. 2018, p. 79(US). Gale In Context: High School, link.gale.com/apps/doc/A532698663/GPS?u=moun43602&sid=bookmark-GPS&xid=16fd1ab2. Accessed 28 Mar. 2024.

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1. In low-income families, parents spending quality time with their children significantly increase the child's performance.

2. In high-income families, parents spending quality time with their children does not impact the child's performance.

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1. There currently exists a gap between white/asian test scores, and black/hispanic/Native American/Alaska Native

2. The gap can be explained by money, as white families have more money to go to better schools, get more resources, etc.

3. Parental support also plays a less significant role.

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1. The type of school one goes to does not affect performance, but students' genetics have a semi-big affect on performance.

2. Wealthier families tend to have slightly more advantageous genetics (possibly natural selection) and more importantly, vastly better resources, which improve performance.

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1. Students who are not integrated into the dominant culture of the educational institution perform worse.

2. Parental expectations of student performance was the biggest and most consistent factor across countries on student performance.

3. Significant, but not consistent, for effect on performance was parental education and book possession.

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1. One's personality has a high correlation with the level of education they complete.

2. Someone's personality/genes may cause them to seek out environments/actions that will improve educational performance. ie, someone likes reading more

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Someone's educational performance is mainly driven by how they were raised, or the resources that their family had.

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Someone's genes effect their educational performance. Whether through genes that help intelligence, or give the child social mobility.

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Wealth allows families to gain access to better schools, tutors, etc., all of which enhance educational performance.

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Race is something that one cannot control, however, it is associated with many environmental factors. Discrimination can cause people of different races to have higher or lower economic status'es, all of which can effect someone's educational performance.

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Specific genes have been linked to higher educational performance, however, it is unclear why they cause that.

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Someone's genes can affect their social mobility, which can affect educational performance. See example in evidence below.

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Someone's personality can influence their attitude toward learning, which can affect educational performance.

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Parents spending time with, helping, and having high expectations of their children can affect their academic performance.

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"[T]he heritability of education has been estimated at more than 20%..." (Mõttus)

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"Finally, an additional analysis suggested that the significant association for low-SES children is mainly driven by low-SES children who receive more than 20 minutes of developmental care." (Thomsen)

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"Second, an analysis across family SES showed a positive significant association between developmental care and children's educational performance in families, but no association in high-SES families." (Thomsen)

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"Poor students of all races perform worse on tests than more-affluent students. It's true of the SATs and every other standardized test. And black students (along with Hispanic and American Indian and Alaska Native students) are more likely than their white and Asian counterparts to be poor." (Samuels)

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"The category of 'black' is fluid, as are other racial and ethnic categories and geneticists agree that we are more different from each other as individuals, than we are as populations grouped by 'race.' "(Samuels)

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"And there are specific policy decisions that amplify the corrosive effects of poverty. Right now, majority-minority school districts get $23 billion less in funding nationally than majority-white school districts, according to EdBuild, a nonprofit organization working to overhaul school finance systems." (Samuels)

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"Our findings show that parental expectation has the largest

effect on students’ performance in mathematics and science,

suggesting that the embodied form of cultural capital per-

haps is most influential among Boudieu’s (1986) three

forms of cultural capital." (Huang)

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"Due to schools’ favoritism toward students from the dominant culture (Apple, 978; Bourdieu & Passeron, 1990), students from culturally disadvantaged families are likely to have lower school performance than their better-off peers, as our study indicates." (Huang)

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"Previous research has shown that many of the traits that selective schools are screening for are, in part, inherited from their parents. The tests being used by schools appear to be inadvertently picking up some of these genetic differences." (The Economist)

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"For any individual, genetics accounted for about 8% of the difference, modest in comparison with the many other factors involved, such as socio-economic backgrounds, test results at 11 and things still to be accounted for." (The Economist)

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"Many of these variations may not be linked to intelligence at all. If, for instance, a weak bladder leads a child to perform poorly in timed exams or protuberant ears means bullying blighted their education, genetic variants for these traits will show up as disadvantageous. Stronger bladders and flatter ears will therefore confer advantages and better genetic scores." (The Economist)

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"many of the genetic differences that might appear to contribute to social mobility (think flatter ears, etc) may not be associated with actual intelligence. Overall, such an idea might shift educational attainment by a few percentage points at best. That is tiny compared with the advantages enjoyed by the children of the educated and wealthy." (The Economist)

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"The correlations of personality traits with phenotypic educational attainment closely mirrored their correlations with EPS. Moreover, EPS predicted an aggregate personality trait tailored to capture the maximum amount of variance in educational attainment almost as strongly as it predicted the attainment itself." (Mõttus)