Socioeconomic background and gene-environment interplay in social stratification across the early life course

Erola, Jani; Lehti, Hannu; Baier, Tina; Karhula, Aleksi

doi:10.31235/osf.io/gahfc

Cited by 3 publications

(6 citation statements)

References 43 publications

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“…The gene-environment interaction literature has mainly focused on parental socioeconomic status (e.g., Baier & Lang, 2019;Erola et al, 2021;Isungset et al, 2021) and, to a somewhat lesser extent, school characteristics (Cheesman et al, 2022a;Cheesman et al, 2022b;Trejo et al, 2018), with results varying between context (Baier et al, 2022;Tucker-Drob & Bates, 2016). Less is known about how neighborhoods and genetic potential for education interact, although there is evidence for sorting into neighborhoods based on genotype (Laidley et al, 2019).…”

Section: Empirical Research On Neighborhood Moderationmentioning

confidence: 99%

How neighborhood effects vary by achievement level

Borgen¹,

Zachrisson²

2023

Preprint

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After long-standing calls for research into “for whom” neighborhood matters, the literature has recently gained traction, focusing on background characteristics such as gender, race, and socioeconomic background. However, there is still scarce and only indirect evidence on whether neighborhood effects vary by children’s academic proneness. In this paper, we combine the Neighborhood Choice Model with quantile regressions to investigate whether neighborhood effects vary by children’s achievement level. Using Norwegian register data, we demonstrate heterogeneity in the effects of neighborhood deprivation as a function of students’ proneness to academic achievement. Students at the very lowest and highest levels of academic achievement are the least affected by neighborhood disadvantage, while those with achievement below average—but not at the lowest end—are most strongly affected. Moreover, while girls are less affected than boys, and children from less educated and affluent families are more affected by neighborhood disadvantage than their more privileged peers, the effects of these observed moderators are considerably smaller than the heterogeneity observed as a function of academic proneness. Overall, our use of quantile regressions opens up new venues for understanding “for whom” neighborhoods matter, with individual-level academic vulnerability and strengths being an influential source of neighborhood effects variation.

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Section: Empirical Research On Neighborhood Moderationmentioning

confidence: 99%

How neighborhood effects vary by achievement level

Borgen¹,

Zachrisson²

2023

Preprint

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“…Parental education and family income have been considered to have different functions in intergenerational education and social mobility. Parental education has been suggested to be a proxy for the cultural and human resources of the families as well as parental cognitive abilities and genetic effects (Belsky et al, 2018;Erola et al, 2022). Family income is an indicator for material resources and the ability to invest material resources for the good of the children (Acemoglu & Pischke, 2001;Elstad & Bakken, 2015) higher-income parents are more likely to purchase educational materials, that is, books, computers, and additional learning courses that will prepare their children for school and provide resources that will allow their children to succeed (De Graaf et al, 2000).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Parental background and daughters’ and sons’ educational outcomes – application of the Trivers-Willard hypothesis

Salminen

Lehti

2023

J. Biosoc. Sci.

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This study uses Trivers-Willard hypothesis to explain the differences in daughters’ and sons’ educational outcomes by parental background. According to the Trivers-Willard hypothesis (TWH), parental support and investments for sons and daughters display an asymmetrical relationship according to parental status because of the different reproductive advantage of the sexes. It predicts that high-status parents support sons more than daughters, and low-status parents support daughters more than sons. In modern societies, where education is the most important mediator of status, the TW hypothesis predicts that sons from high-status families will achieve higher educational outcomes than daughters. Using cohorts born between 1987 and 1997 from the reliable full population Finnish register data that contain the data of over 600.000 individuals, children’s educational outcomes were measured using data on school dropout rate, academic grade point average (GPA), and general secondary enrollment in their adolescence. OLS and sibling fixed-effect regression that permitted an examination of opposite-sex siblings’ educational outcomes within the same family were applied. Sons with high family income and parental education, compared to daughters of the same family, have lower probability of dropping out of school and are more likely to enroll into academic secondary school track. In families with low parental education or income daughters have lower probability for school dropout and enroll more likely to academic school track related to sons of the same family. The effect of family background by sex can be interpreted to support TWH in dropout and academic school track enrollment but not in GPA.

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“…Therefore, we rely on data on SS twins and SS non-twin sibling pairs. Previous studies used twins' sex composition to approximate their zygosity (e.g., Erola, Lehti, Baier, & Karhula, 2021;Figlio et al, 2017;Pokropek & Sikora, 2015;Rodgers, Rowe, & May, 1994). Opposite-sex (OS) twin pairs are always DZ and share, just as nontwin sibling pairs, on average half of their genes.…”

Section: Methodsmentioning

confidence: 99%

“…In this dissertation, I focused on the role of genetic and shared environmental variance and did not formulate expectations on the role of the non-shared environment. Non-shared environmental outcomes (Erola et al, 2021). However, the non-shared environment turned out to play a role in driving dispersion in educational performance, often even a more important one than the shared environment.…”

Section: Importance Of the Non-shared Environmentmentioning

confidence: 99%

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Educational quality and inequality

Stienstra

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In many countries, the quality and equality of education are under pressure. Investigating the relationship between three key elements that shape pupils’ performance – schools, families, and genes – is essential to understand and reduce educational inequality. This dissertation studies these three elements simultaneously because they may be mistaken for each other otherwise and may interact in ways that increase or decrease educational inequality. Theory and methods from sociology and behavioral genetics are used to analyze educational performance data of twins enriched with information on the school environment. Differences in educational performance related to family socioeconomic status and genes are smaller in more advantageous school environments. This shows that schools have the potential to compensate for educational inequality. While the importance of school quality has been highly debated, the classroom environment and socioeconomic composition are more relevant for reducing educational inequality.

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Socioeconomic background and gene-environment interplay in social stratification across the early life course

Cited by 3 publications

References 43 publications

How neighborhood effects vary by achievement level

How neighborhood effects vary by achievement level

Parental background and daughters’ and sons’ educational outcomes – application of the Trivers-Willard hypothesis

Educational quality and inequality

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