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Genetic Influence on Intergenerational Educational Attainment

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JournalPsychological Science
DateAccepted/In press - 4 Apr 2017
DatePublished (current) - 1 Sep 2017
Issue number9
Volume28
Number of pages9
Pages (from-to)1302-1310
Original languageEnglish

Abstract

Using twin (6,105 twin pairs) and genomic (5,825 unrelated individuals taken from the twin sample) analyses, we tested for genetic influences on the parent-offspring correspondence in educational attainment. Genetics accounted for nearly half of the variance in intergenerational educational attainment. A genomewide polygenic score (GPS) for years of education was also associated with intergenerational educational attainment: The highest and lowest GPS means were found for offspring in stably educated families (i.e., who had taken A Levels and had a university-educated parent; M = 0.43, SD = 0.97) and stably uneducated families (i.e., who had not taken A Levels and had no university-educated parent; M = −0.19, SD = 0.97). The average GPSs fell in between for children who were upwardly mobile (i.e., who had taken A Levels but had no university-educated parent; M = 0.05, SD = 0.96) and children who were downwardly mobile (i.e., who had not taken A Levels but had a university-educated parent; M = 0.28, SD = 1.03). Genetic influences on intergenerational educational attainment can be viewed as an index of equality of educational opportunity.

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© The Author(s) 2017.

    Research areas

  • behavioral genetics, intergenerational educational attainment, polygenic score, twin studies

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