Viewing education policy through a genetic lens

Kathryn Asbury; Jonathan Wai

doi:10.1080/15582159.2019.1705008

Viewing education policy through a genetic lens

Kathryn Asbury, Jonathan Wai

Education

Research output: Contribution to journal › Article › peer-review

Abstract

This paper introduces a literature from outside the field of education research and
policy that we argue has potential to enhance both policy and practice. This field,
behavioral genetics, has amassed highly replicable findings spanning more than half a century. Although no necessary policy implications follow from the evidence we review here, taking a ‘genetic lens’ may offer education researchers and policy-makers an opportunity to look at existing research in a fresh way; and to ask new questions and design new solutions. Incorporating evidence from behavioral genetics into interpretations of education and policy data can help researchers and decision makers better understand why some education policies have worked while others have not, and inform broader discussions of equality, fairness, and disadvantage in education

Original language	English
Number of pages	15
Journal	Journal of School Choice
Early online date	19 Dec 2019
DOIs	https://doi.org/10.1080/15582159.2019.1705008
Publication status	E-pub ahead of print - 19 Dec 2019

Bibliographical note

© 2019 Taylor & Francis. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details.

Access to Document

10.1080/15582159.2019.1705008

Asbury & Wai_accepted_121219
© 2019 Taylor & Francis. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details.
Accepted author manuscript, 906 KB

Cite this

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