An Anatomy of Intergenerational Transmission: Learning from the educational attainments of Norwegian twins and their children (original) (raw)
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Social and Genetic Pathways in Multigenerational Transmission of Educational Attainment
American Sociological Review
This study investigates the complex roles of the social environment and genes in the multigenerational transmission of educational attainment. Drawing on genome-wide data and educational attainment measures from the Framingham Heart Study (FHS) and the Health and Retirement Study (HRS), I conduct polygenic score analyses to examine genetic confounding in the estimation of parents’ and grandparents’ influences on their children’s and grandchildren’s educational attainment. I also examine social genetic effects (i.e., genetic effects that operate through the social environment) in the transmission of educational attainment across three generations. Two-generation analyses produce three important findings. First, about one-fifth of the parent-child association in education reflects genetic inheritance. Second, up to half of the association between parents’ polygenic scores and children’s education is mediated by parents’ education. Third, about one-third of the association between chil...
2007
This study uses an extraordinary Swedish data set to explore the sources of the intergenerational transmission of socioeconomic status. Merging data from administrative sources and censuses, we investigate the association between sons' and daughters' socioeconomic outcomes and those of their biological and rearing parents. Our analysis focuses on children raised in six different family circumstances: raised by both biological parents, raised by the biological mother without a stepfather, raised by the biological mother with a stepfather, raised by the biological father without a stepmother, raised by the biological father with a stepmother, and raised by two adoptive parents. Relative to the existing literature, the most remarkable feature of our data set is that it contains information on the biological parents even when they are not the rearing parents. We specify a simple additive model of pre-birth (including genetic) and post-birth influences and examine the model's ability to provide a unified account of the intergenerational associations in all six family types. Our results suggest substantial roles for both pre-birth and post-birth factors.
Why the Apple Doesn’t Fall Far: Understanding Intergenerational Transmission of Human Capital
American Economic Review, 2005
Parents with higher education levels have children with higher education levels. However, is this because parental education actually changes the outcomes of children, suggesting an important spillover of education policies, or is it merely that more able individuals who have higher education also have more able children? This paper proposes to answer this question with a unique dataset from Norway. Using the reform of the education system that was implemented in different municipalities at different times in the 1960s as an instrument for parental education, we find little evidence of a causal relationship between parents' education and children's education, despite significant OLS relationships. We find 2SLS estimates that are consistently lower than the OLS estimates, with the only statistically significant effect being a positive relationship between mother's education and son's education. These findings suggest that the high correlations between parents' and children's education are due primarily to family characteristics and inherited ability and not education spillovers.
Behrman and Rosenzweig used data on a small sample of MZ (monozygotic, identical) twin parents and their children to show that father's schooling is more important than mother's schooling for children's schooling in the U.S. Recent studies based on much larger samples of twins from registry data in Scandinavian countries reach similar conclusions. Most of these studies, however, are unable to distinguish between MZ and DZ (dizygotic, fraternal) twins. Using data from the Swedish Twin Registry, we replicate the finding that father's schooling matters more than mother's schooling in a combined sample of MZ and DZ twin parents. In contrast, results based on MZ twin parents show that mother's schooling matters at least as much as father's schooling for children's schooling. We also estimate the effect of parents' schooling separately by child gender and find this effect to be entirely driven by the impact of mother's schooling on daughter's schooling. Our results show that (1) it is vital to have zygosity information to estimate causal intergenerational effects and (2) the conclusions reached by for the U.S. do not apply in Sweden.
The inheritance of economic status: Education, class and genetics
International encyclopedia of the social and behavioral sciences: Genetics, behavior and society, 2001
The perpetuation of a family's position in the distribution of income from parents to children reflects the genetic and cultural transmission of individual traits, as well as the inheritance of group memberships and income-earning assets. We show that the extent of intergenerational economic status transmission is considerably greater than was thought to be the case a generation ago, the genetic inheritance of traits contributing to the cognitive skills measured on IQ and related tests explains very little of the intergenerational ...
Scientific Reports
We investigated the heritability of educational attainment and how it differed between birth cohorts and cultural–geographic regions. A classical twin design was applied to pooled data from 28 cohorts representing 16 countries and including 193,518 twins with information on educational attainment at 25 years of age or older. Genetic factors explained the major part of individual differences in educational attainment (heritability: a2 = 0.43; 0.41–0.44), but also environmental variation shared by co-twins was substantial (c2 = 0.31; 0.30–0.33). The proportions of educational variation explained by genetic and shared environmental factors did not differ between Europe, North America and Australia, and East Asia. When restricted to twins 30 years or older to confirm finalized education, the heritability was higher in the older cohorts born in 1900–1949 (a2 = 0.44; 0.41–0.46) than in the later cohorts born in 1950–1989 (a2 = 0.38; 0.36–0.40), with a corresponding lower influence of comm...
Journal of Open Psychology Data
The major aim of the German TwinLife study is the investigation of gene-environment interplay driving educational and other inequalities across developmental trajectories from childhood to early adulthood. TwinLife encompasses an 8-year longitudinal, cross-sequential extended twin family design with data from same-sex twins of four age cohorts (5, 11, 17, and 23 years) and their parents, as well as their non-twin siblings, partners, and children, if available, altogether containing N = 4,096 families. As such, TwinLife includes unique and openly accessible data that allows, but is not limited to, genetically informative and environmentally sensitive research on sources of inequalities regarding educational attainment, school achievement, and skill development.
Scientific Reports, 2015
We investigated the role of common genetic variation in educational attainment and household income. We used data from 5,458 participants of the National Child Development Study to estimate: 1) the associations of rs9320913, rs11584700 and rs4851266 and socioeconomic position and educational phenotypes; and 2) the univariate chip-heritability of each phenotype, and the genetic correlation between each phenotype and educational attainment at age 16. The three SNPs were associated with most measures of educational attainment. Common genetic variation contributed to 6 of 14 socioeconomic background phenotypes, and 17 of 29 educational phenotypes. We found evidence of genetic correlations between educational attainment at age 16 and 4 of 14 social background and 8 of 28 educational phenotypes. This suggests common genetic variation contributes both to differences in educational attainment and its relationship with other phenotypes. However, we remain cautious that cryptic population structure, assortative mating, and dynastic effects may influence these associations. Young people's human capital accumulates over their childhood, partially via formal schooling, and is affected by their decisions and opportunities 1,2. However, twin and family studies suggest that socioeconomic characteristics, such as educational attainment, are heritable 3. Branigan et al. (2013) meta-analysed twin studies from around the world that suggested a heritability of educational attainment due to additive genetic variation of 40.0% (95% confidence interval (95%CI): 35.3%, 44.7%). This implies genetics could play an important role in influencing educational attainment and could potentially explain some of the observed relationships between peoples' backgrounds, education, and outcomes. Recent studies have identified single-nucleotide polymorphisms (SNPs) associated with educational attainment and cognition 4-6. Rietveld et al. identified three SNPs that were consistently associated with educational attainment. These were rs9320913, which was associated with the number of years of education, and rs11584700 and rs4851266, which were associated with graduating from college (university). Henceforth, we use "allele" or "alleles" to refer to the alleles that associated with higher educational attainment. An alternative source of evidence about the relationships between genetic variation and educational phenotypes comes from estimates of the combined contribution of common genetic variation
The Effects of Intergenerational Transmission on Education
Science Insights, 2021
Intergenerational transmission exists in parents' and children's educational attainment as well as in biological genetic inheritance. In fact, it impacts educational attainment transfer across generations in many ways. This article elaborates from different angles on the characteristics, disparities and causes of intergenerational education transmission, and explores the effects of intergenerational transmission inequality on education and the implications of this study.