对学校质量和教育不平等的基因环境相互作用分析
Kim Stienstra1, Antonie Knigge2, Ineke Maas2,3
1Department of Sociology/ICS, Utrecht University, Utrecht, The Netherlands. Kim.Stienstra@eui.eu.
NPJ science of learning
|March 1, 2024
概括
学校的质量不会改变遗传或共同的环境对教育成绩的影响. 然而,高等学校的社会经济地位 (SES) 减少了遗传影响,这表明基于学校的因素发挥了作用.
科学领域:
- 行为遗传学行为遗传学
- 社会学 社会学 社会学
- 教育心理学教育心理学
背景情况:
- 基因与环境的相互作用对于理解教育绩效至关重要.
- 学校可以放大或补偿社会经济不平等.
- 遗传学和环境对教育的影响可能因学校质量而异.
研究的目的:
- 研究学校质量如何影响遗传和环境对教育成绩的影响.
- 检查不同学校环境中的基因环境相互作用.
- 了解学校在缓解教育不平等方面的作用.
主要方法:
- 双胞胎模型应用于大规模的荷兰行政数据.
- 分析了18,384对同性双胞胎和11,050对异性双胞胎的情况.
- 包括小学质量和社会经济地位 (SES) 数据.
主要成果:
- 在考虑了SES之后,学校质量并没有缓解对教育成绩的遗传或共享环境影响.
- 在学校SES中观察到基因与环境的相互作用,随着学校SES的增加,基因变异性下降.
- 家长的SES影响了学校的SES效应,但没有完全解释这种缓解,表明学校的过程也参与其中.
结论:
- 独立于SES的学校质量似乎不会改变遗传和共同环境因素在教育成就中的相对重要性.
- 学校的社会经济环境与对教育的遗传影响有着显著的相互作用.
- 除了家长的SES之外,基于学校的因素,有助于观察到的基因环境相互作用在教育表现.
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