Developmental behavioral genetics research on school achievement is missing vulnerable children, to our detriment.

IF 3.4 3区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

New Directions for Child and Adolescent Development Pub Date : 2021-12-22 DOI:10.31234/osf.io/gf3hc

LaTasha R. Holden, Rasheda D. Haughbrook, S. Hart

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引用次数: 5

Abstract

Gene-environment processes tell us how genetic predispositions and environments work together to influence children in schools. One type of gene-environment process that has been extensively studied using behavioral genetics methods is a gene-by-environment interaction. A gene-by-environment interaction shows us when the effect of your context on a phenotype differs depending on your genetic predispositions, or vice versa, when the effect of your genetic predispositions on a phenotype differs depending on your context. Developmental behavioral geneticists interested in children's school achievement have examined many different contexts within the gene-by-environment interaction model, including contexts measured from within children's home and school environments. However, this work has been overwhelmingly focused on WEIRD samples children, leaving us with non-inclusive scientific evidence. This can lead to detrimental outcomes when we overgeneralize this non-inclusive scientific evidence to racialized groups. We conclude with a call to include racialized children in more research samples.

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关于学习成绩的发育行为遗传学研究忽略了弱势儿童，这对我们不利。

基因-环境过程告诉我们，遗传倾向和环境是如何共同影响学校里的孩子的。一种类型的基因-环境过程已被广泛研究使用行为遗传学方法是基因-环境相互作用。基因与环境的相互作用告诉我们，当你的环境对表型的影响因你的遗传倾向而不同时，反之亦然，当你的遗传倾向对表型的影响因你的环境而不同时。对儿童学习成绩感兴趣的发育行为遗传学家在基因-环境相互作用模型中研究了许多不同的环境，包括从儿童家庭和学校环境中测量的环境。然而，这项工作绝大多数集中在WEIRD儿童样本上，给我们留下了不具包容性的科学证据。当我们将这种非包容性的科学证据过度概括到种族化的群体时，这可能会导致有害的结果。最后，我们呼吁将种族化的儿童纳入更多的研究样本。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

New Directions for Child and Adolescent Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

7.70

自引率

3.60%

发文量

期刊介绍： The mission of New Directions for Child and Adolescent Development is to provide scientific and scholarly presentations on cutting edge issues and concepts in the field of child and adolescent development. Each issue focuses on a specific new direction or research topic, and is peer reviewed by experts on that topic. Any topic in the domain of child and adolescent development can be the focus of an issue. Topics can include social, cognitive, educational, emotional, biological, neuroscience, health, demographic, economical, and socio-cultural issues that bear on children and youth, as well as issues in research methodology and other domains. Topics that bridge across areas are encouraged, as well as those that are international in focus or deal with under-represented groups. The readership for the journal is primarily students, researchers, scholars, and social servants from fields such as psychology, sociology, education, social work, anthropology, neuroscience, and health. We welcome scholars with diverse methodological and epistemological orientations.