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The educational attainment phenotype

The educational attainment phenotype. Matt McGue Department of Psychology University of Minnesota. Human Capital and Economic Opportunity Global Working Group University of Chicago 18.04.2014. MCTFR: Sampling unit. Mother. Father. Initially Assessed in Adolescence. Offspring #1.

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The educational attainment phenotype

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  1. The educational attainment phenotype Matt McGueDepartment of Psychology University of Minnesota Human Capital and Economic Opportunity Global Working Group University of Chicago 18.04.2014

  2. MCTFR: Sampling unit Mother Father Initially Assessed in Adolescence Offspring #1 Offspring #2 Offspring Types: Monozygotic (MZ) Twins Dizygotic (DZ) Twins Biological Siblings Adopted Siblings

  3. The educational attainment phenotype: • Aggregates strongly in families for environmental as well as genetic reasons • With intergenerational mobility associated with gender, cohort and hard and soft skills • Environmental transmission within families may not be due skill building

  4. College graduation patterns in MTFS both typical and atypical of the US Based on census data analyzed by Population Reference Bureau http://www.prb.org/Publications/Articles/2011/gender-gap-in-education.aspx

  5. . . . and educational attainment aggregates strongly in families

  6. . . . due to both genetic and shared environmental factors

  7. The educational attainment phenotype: • Aggregates strongly in families for environmental as well as genetic reasons • With intergenerational mobility associated with gender, cohort and hard and soft skills • Environmental transmission within families may not be due skill building

  8. Individual-level predictors of offspring academic success

  9. All are associated with college graduation

  10. . . . even when adjusting for all other factors

  11. Educational mobility in the MTFS

  12. Intergenerational mobility associated with: cognitive ability, externalizing & control

  13. The educational attainment phenotype: • Aggregates strongly in families for environmental as well as genetic reasons • With intergenerational mobility associated with gender, cohort and hard and soft skills • Environmental transmission within families may not be due skill building

  14. College educated parents are more likely to have college educated offspring, in both adoptive and biological families

  15. But adoptive parents effect doesn’t appear to be attributable to skill building

  16. . . . but adoptive family income really helps

  17. Conclusions • Unlike many behavioral genetic traits, there may be strong shared environmental influences on social achievements • Intergenerational mobility is driven by hard and soft skill differentials • Yet the family environmental influences may more reflect opportunities created by socioeconomic advantage than skill building

  18. Thank You!

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