Developmental behavioral genetics research on school achievement is missing vulnerable children, to our detriment.
New Dir Child Adolesc Dev
; 2022(183-184): 47-55, 2022 Jul.
Article
em En
| MEDLINE
| ID: mdl-36162231
ABSTRACT
Gene-environment processes tell us how genetic predispositions and environments work together to influence children in schools. One type of gene-environment process that has been extensively studied using behavioral genetics methods is a gene-by-environment interaction. A gene-by-environment interaction shows us when the effect of your context on a phenotype differs depending on your genetic predispositions, or vice versa, when the effect of your genetic predispositions on a phenotype differs depending on your context. Developmental behavioral geneticists interested in children's school achievement have examined many different contexts within the gene-by-environment interaction model, including contexts measured from within children's home and school environments. However, this work has been overwhelmingly focused on WEIRD samples children, leaving us with non-inclusive scientific evidence. This can lead to detrimental outcomes when we overgeneralize this non-inclusive scientific evidence to racialized groups. We conclude with a call to include racialized children in more research samples.
Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Sucesso Acadêmico
/
Genética Comportamental
Limite:
Humans
Idioma:
En
Revista:
New Dir Child Adolesc Dev
Assunto da revista:
PEDIATRIA
Ano de publicação:
2022
Tipo de documento:
Article
País de afiliação:
Estados Unidos