DNA Dreams': Teacher Perspectives on the Role and Relevance of Genetics for Education

Abstract

Behavioural genetics regards intelligence and educational attainment as highly heritable (genetically influenced) and polygenic (influenced by many genes) traits. Researchers in the field have moved beyond identifying whether and how much genes influence a given outcome to trying to pinpoint the genetic markers that help predict them. In more recent years, behavioural genetics research has attempted to cross-over into the field of education, looking to play a role in education research and the construction of education policy. In response to these developments, this paper explores PreK-12 American educators’ perceptions of intelligence in relation to genetics and their views on the relevance of behavioural genetics findings for education. It does so within the context of an ugly history tied to race and racism and an uncertain future. Findings from this mixed-methods study suggest that US teachers believe that genetics play an important role in a student’s intelligence and academic achievement. Furthermore, teachers are open to learning more about the inclusion of genetics research in education policy. At the same time, however, teachers believe that the environment, and in particular parents and a child’s home environment, plays a substantial role in a student’s abilities and education outcomes.

Beliefs About Human Intelligence in a Sample of Teachers and Nonteachers

“…Our results are largely in line with the prior surveys of nonexperts about intelligence and related topics. For example, prior surveys of teachers (e.g., Antonelli-Ponti et al, 2018; Crosswait & Asbury, 2019; Goslin, 1967; Walker & Plomin, 2005) have shown that they generally believe that intelligence can be influenced by genes and that a purely environmental “blank slate” perspective is not mainstream—a finding that matches Martschenko’s (2019) survey of teacher beliefs about the genetics of intelligence and educational outcomes, which was published while our study was in peer review. In our study, the majority of both teachers (63.9%) and nonteachers (57.8%) agreed or strongly agreed with the statement that “Intelligence is influenced by people’s genes.”…”

“…Concepts such as pattern-recognition and fluid intelligence do not threaten egalitarian values and found widespread acceptance in our survey. On the contrary, issues related to genetic influence on intelligence, the intransigence of IQ scores in the face of interventions, demographic group differences, or the relationship between intelligence and important life outcomes can be much more threatening to people who value egalitarian outcomes in society (e.g., Martschenko, 2019). The data about these issues showed much less agreement between our respondents’ views and empirically supported positions, especially for teachers.…”

Why Intelligence Is Missing from American Education Policy and Practice, and What Can Be Done About It

“…The notion of intelligence most certainly should, in our view, be accounted for in education policy and practice. As well, in fact, surveys and focus groups indicate that within the U.S., other western countries, and non-western countries, teachers acknowledge the importance of intelligence (e.g., Castera and Clement 2014;Martschenko 2019). In short, educators in the classroom recognize the importance of intelligence; thus, it should be an important area of study for education researchers.…”

Can genomic research make a useful contribution to social policy?

“…Open Sci. 9: 220873 Other studies of genetic literacy have focused on particular groups of professionals and have, for example, found that knowledge is low among teachers [20,21] and medical professionals [22]. Importantly, there is also evidence that openness to learning more about genetics is high among teachers [20].…”