The New Borderland: A Mixed-Methods Examination of Teacher Perceptions of Intelligence, Race, and Socioeconomic Status in Relation to Behavior Genetics

Behavior genetics argues intelligence and educational attainment are highly heritable (genetically influenced) and polygenic (influenced by many genes) traits. Researchers in this field have moved beyond identifying whether and how much genes influence the manifestation of a given outcome to trying to pinpoint the genetic markers that help predict them. In more recent years, behavior genetics research has attempted to cross-over into the field of education, looking to play a role in the construction of policy and the implementation of curriculum. This dissertation explores American teacher understandings of intelligence, race, and socioeconomic status in relation to genetics. The convergent parallel mixed-methods research design interprets findings from focus groups, interviews, and surveys through the notion of ‘discriminate biopower’–a theoretical framework that combines intersectionality with biopower. Findings from this study suggest that US teachers believe children differ genetically and see genetics playing a role in a student’s ability and race. Furthermore, teachers are open to learning more about the inclusion of genetics research in education policy. At the same time, however, teachers are wary of incorporating behavior genetics findings into education policy within a context where economic and racial segregation continue to dictate who gains access to resource and opportunities

Are we nearly there yet? Starts and stops on the road to use of polygenic scores

As technological advancements expand the accessibility and availability of molecular genetic data, excitement over the potential use of genetic risk scores also known as polygenic scores (PGS) or polygenic indices for disease prevention has grown. At the same time, however, the translation of PGS into healthcare and social settings raises a host of social, ethical, and clinically relevant questions

Genetics and Education: Recent developments in the context of an ugly history and an uncertain future

Driven by our recent mapping of the human genome, genetics research is increasingly prominent and beginning to re-intersect with education research. We describe previous intersections of these fields, focusing specifically on the ways they were harmful. We then discuss novel features of genetics research in the current era with an emphasis on possibilities deriving from the availability of molecular genetic data and the proliferation of genome-wide association studies. We discuss both promises and potential pitfalls resulting from the convergence of molecular genetic research and education research. The floodgates of genetic data have opened. Collaboration between those in the social and hard sciences; open conversation among policy makers, educators, and researchers; and public engagement will all prove critical for enacting regulations and research designs that emphasize equity

Genetics and Education: Recent Developments in the Context of an Ugly History and an Uncertain Future

Driven by our recent mapping of the human genome, genetics research is increasingly prominent and beginning to reintersect with education research. We describe previous intersections of these fields, focusing on the ways that they were harmful. We then discuss novel features of genetics research in the current era, with an emphasis on possibilities deriving from the availability of molecular genetic data and the proliferation of genome-wide association studies. We discuss both the promises and potential pitfalls resulting from the convergence of molecular genetic research and education research. The floodgates of genetic data have opened. Collaboration between those in the social and biomedical sciences; open conversation among policy makers, educators, and researchers; and public engagement will all prove critical for enacting regulations and research designs that emphasize equity

Confronting ethical and social issues related to the genetics of musicality

New interdisciplinary research into genetic influences on musicality raises a number of ethical and social issues for future avenues of research and public engagement. The historical intersection of music cognition and eugenics heightens the need to vigilantly weigh potential risks and benefits of these studies and use of their outcomes. Here we bring together diverse perspectives (complex trait genetics, music cognition, musicology, bioethics, and neuroscience) to guide ethical use of this new knowledge. We discuss a framework for incorporating principles of ethically and socially responsible conduct of musicality genetics research into each stage of the research lifecycle: study design, study implementation, potential applications, and communication about the research

Confronting ethical and social issues related to the genetics of musicality

New interdisciplinary research into genetic influences on musicality raises a number of ethical and social issues for future avenues of research and public engagement. The historical intersection of music cognition and eugenics heightens the need to vigilantly weigh the potential risks and benefits of these studies and the use of their outcomes. Here, we bring together diverse disciplinary expertise (complex trait genetics, music cognition, musicology, bioethics, developmental psychology, and neuroscience) to interpret and guide the ethical use of findings from recent and future studies. We discuss a framework for incorporating principles of ethically and socially responsible conduct of musicality genetics research into each stage of the research lifecycle: study design, study implementation, potential applications, and communication

Genetic Fortune:Winning or Losing Education, Income, and Health

We develop a polygenic index for individual income and examine random differences in this index with lifetime outcomes in a sample of ~35,000 biological siblings. We find that genetic fortune for higher income causes greater socio-economic status and better health, partly via intervenable environmental pathways such as education. The positive returns to schooling remain substantial even after controlling for now observable genetic confounds. Our findings illustrate that inequalities in education, income, and health are partly due the outcomes of a genetic lottery. However, the consequences of different genetic endowments are malleable, for example via policies that target education

Re-envisioning community genetics: community empowerment in preventive genomics

As genomic technologies rapidly develop, polygenic scores (PGS) are entering into a growing conversation on how to improve precision in public health and prevent chronic disease. While the integration of PGS into public health and clinical services raises potential benefits, it also introduces potential harms. In particular, there is a high level of uncertainty about how to incorporate PGS into clinical settings in a manner that is equitable, just, and aligned with the long-term goals of many healthcare systems to support person-centered and value-based care. This paper argues that any conversation about whether and how to design and implement PGS clinical services requires dynamic engagement with local communities, patients, and families. These parties often face the consequences, both positive and negative, of such uncertainties and should therefore drive clinical translation. As a collaborative effort between hospital stakeholders, community partners, and researchers, this paper describes a community-empowered co-design process for addressing uncertainty and making programmatic decisions about the implementation of PGS into clinical services. We provide a framework for others interested in designing clinical programs that are responsive to, and inclusive and respectful of, local communities