Implications of the genomic revolution for education research and policy

Tim T Morris; Stephanie von Hinke; Lindsey A Pike; Neil R Ingram; George Davey Smith; Marcus R Munafo; Neil M Davies

doi:10.1002/berj.3784

Implications of the genomic revolution for education research and policy

Tim T Morris, Stephanie von Hinke, Lindsey A Pike, Neil R Ingram, George Davey Smith, Marcus R Munafo, Neil M Davies^*

^*Corresponding author for this work

Research output: Contribution to journal › Article (Academic Journal) › peer-review

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Abstract

Research at the intersection of social science and genomics, ‘sociogenomics’, is transforming our understanding of the interplay between genomics, individual outcomes and society. It has interesting and maybe unexpected implications for education research and policy. Here we review the growing sociogenomics literature and discuss its implications for educational researchers and policymakers. We cover key concepts and methods in genomic research into educational outcomes, how genomic data can be used to investigate social or environmental effects, the methodological strengths and limitations of genomic data relative to other observational social data, the role of intergenerational transmission and potential policy implications. The increasing availability of genomic data in studies can produce a wealth of new evidence for education research. This may provide opportunities for disentangling the environmental and genomic factors that influence educational outcomes and identifying potential mechanisms for intervention.

Original language	English
Pages (from-to)	923-943
Number of pages	21
Journal	British Educational Research Journal
Volume	50
Issue number	3
Early online date	12 Apr 2022
DOIs	https://doi.org/10.1002/berj.3784
Publication status	Published - 5 Jun 2024

Bibliographical note

Publisher Copyright:
© 2022 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.

Keywords

Educational Attainment
genetics
policy
social science
sociogenomics

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IEU: MRC Integrative Epidemiology Unit Quinquennial renewal
Gaunt, L. F. (Principal Investigator) & Davey Smith, G. (Principal Investigator)
1/04/18 → 31/03/23
Project: Research

Cite this

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title = "Implications of the genomic revolution for education research and policy",

abstract = "Research at the intersection of social science and genomics, {\textquoteleft}sociogenomics{\textquoteright}, is transforming our understanding of the interplay between genomics, individual outcomes and society. It has interesting and maybe unexpected implications for education research and policy. Here we review the growing sociogenomics literature and discuss its implications for educational researchers and policymakers. We cover key concepts and methods in genomic research into educational outcomes, how genomic data can be used to investigate social or environmental effects, the methodological strengths and limitations of genomic data relative to other observational social data, the role of intergenerational transmission and potential policy implications. The increasing availability of genomic data in studies can produce a wealth of new evidence for education research. This may provide opportunities for disentangling the environmental and genomic factors that influence educational outcomes and identifying potential mechanisms for intervention.",

keywords = "Educational Attainment, genetics, policy, social science, sociogenomics",

author = "Morris, {Tim T} and {von Hinke}, Stephanie and Pike, {Lindsey A} and Ingram, {Neil R} and {Davey Smith}, George and Munafo, {Marcus R} and Davies, {Neil M}",

note = "Publisher Copyright: {\textcopyright} 2022 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.",

year = "2024",

month = jun,

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doi = "10.1002/berj.3784",

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TY - JOUR

T1 - Implications of the genomic revolution for education research and policy

AU - Morris, Tim T

AU - von Hinke, Stephanie

AU - Pike, Lindsey A

AU - Ingram, Neil R

AU - Davey Smith, George

AU - Munafo, Marcus R

AU - Davies, Neil M

PY - 2024/6/5

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N2 - Research at the intersection of social science and genomics, ‘sociogenomics’, is transforming our understanding of the interplay between genomics, individual outcomes and society. It has interesting and maybe unexpected implications for education research and policy. Here we review the growing sociogenomics literature and discuss its implications for educational researchers and policymakers. We cover key concepts and methods in genomic research into educational outcomes, how genomic data can be used to investigate social or environmental effects, the methodological strengths and limitations of genomic data relative to other observational social data, the role of intergenerational transmission and potential policy implications. The increasing availability of genomic data in studies can produce a wealth of new evidence for education research. This may provide opportunities for disentangling the environmental and genomic factors that influence educational outcomes and identifying potential mechanisms for intervention.

AB - Research at the intersection of social science and genomics, ‘sociogenomics’, is transforming our understanding of the interplay between genomics, individual outcomes and society. It has interesting and maybe unexpected implications for education research and policy. Here we review the growing sociogenomics literature and discuss its implications for educational researchers and policymakers. We cover key concepts and methods in genomic research into educational outcomes, how genomic data can be used to investigate social or environmental effects, the methodological strengths and limitations of genomic data relative to other observational social data, the role of intergenerational transmission and potential policy implications. The increasing availability of genomic data in studies can produce a wealth of new evidence for education research. This may provide opportunities for disentangling the environmental and genomic factors that influence educational outcomes and identifying potential mechanisms for intervention.

KW - Educational Attainment

KW - genetics

KW - policy

KW - social science

KW - sociogenomics

U2 - 10.1002/berj.3784

DO - 10.1002/berj.3784

M3 - Article (Academic Journal)

C2 - 38974368

SN - 0141-1926

VL - 50

SP - 923

EP - 943

JO - British Educational Research Journal

JF - British Educational Research Journal

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ER -

Implications of the genomic revolution for education research and policy

Abstract

Bibliographical note

Keywords

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Projects

IEU: MRC Integrative Epidemiology Unit Quinquennial renewal

Cite this