The Nature-Nurture of Academic Achievement at the Intersection between Gender, Family Background, and School Context

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The Nature-Nurture of Academic Achievement at the Intersection between Gender, Family Background, and School Context. / Stienstra, Kim; Karlson, Kristian Bernt.

In: Social Science Research, Vol. 111, 102870, 2023.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Stienstra, K & Karlson, KB 2023, 'The Nature-Nurture of Academic Achievement at the Intersection between Gender, Family Background, and School Context', Social Science Research, vol. 111, 102870. https://doi.org/10.1016/j.ssresearch.2023.102870

APA

Stienstra, K., & Karlson, K. B. (2023). The Nature-Nurture of Academic Achievement at the Intersection between Gender, Family Background, and School Context. Social Science Research, 111, [102870]. https://doi.org/10.1016/j.ssresearch.2023.102870

Vancouver

Stienstra K, Karlson KB. The Nature-Nurture of Academic Achievement at the Intersection between Gender, Family Background, and School Context. Social Science Research. 2023;111. 102870. https://doi.org/10.1016/j.ssresearch.2023.102870

Author

Stienstra, Kim ; Karlson, Kristian Bernt. / The Nature-Nurture of Academic Achievement at the Intersection between Gender, Family Background, and School Context. In: Social Science Research. 2023 ; Vol. 111.

Bibtex

@article{ed0573526953429898cb566bea493298,
title = "The Nature-Nurture of Academic Achievement at the Intersection between Gender, Family Background, and School Context",
abstract = "We investigate the role of gender, family SES, school SES, and their intersection in educational achievement using a twin design. Drawing on theories of gene-environment interaction, we test whether high-SES environments compensate genetic risks or enhance genetic potential, and its dependency on gender. Using data on 37,000 Danish twin and sibling pairs from population-wide administrative registers, we report three main findings. First, for family SES, but not for school SES, we find that genetic influences play a slightly smaller role in high-SES environments. Second, this relationship is moderated by child gender: in high-SES families, the genetic influence is considerably lower for boys than for girls. Third, the moderating effect of family SES for boys is almost entirely driven by children attending low-SES schools. Our findings thus point to significant heterogeneity in gene-environment interactions, highlighting the importance of considering the multiplicity of social contexts.",
keywords = "Faculty of Social Sciences, Educational achievement, Gene-environment interaction, Twin study, Administrative data",
author = "Kim Stienstra and Karlson, {Kristian Bernt}",
year = "2023",
doi = "10.1016/j.ssresearch.2023.102870",
language = "English",
volume = "111",
journal = "Social Science Research",
issn = "0049-089X",
publisher = "Academic Press",

}

RIS

TY - JOUR

T1 - The Nature-Nurture of Academic Achievement at the Intersection between Gender, Family Background, and School Context

AU - Stienstra, Kim

AU - Karlson, Kristian Bernt

PY - 2023

Y1 - 2023

N2 - We investigate the role of gender, family SES, school SES, and their intersection in educational achievement using a twin design. Drawing on theories of gene-environment interaction, we test whether high-SES environments compensate genetic risks or enhance genetic potential, and its dependency on gender. Using data on 37,000 Danish twin and sibling pairs from population-wide administrative registers, we report three main findings. First, for family SES, but not for school SES, we find that genetic influences play a slightly smaller role in high-SES environments. Second, this relationship is moderated by child gender: in high-SES families, the genetic influence is considerably lower for boys than for girls. Third, the moderating effect of family SES for boys is almost entirely driven by children attending low-SES schools. Our findings thus point to significant heterogeneity in gene-environment interactions, highlighting the importance of considering the multiplicity of social contexts.

AB - We investigate the role of gender, family SES, school SES, and their intersection in educational achievement using a twin design. Drawing on theories of gene-environment interaction, we test whether high-SES environments compensate genetic risks or enhance genetic potential, and its dependency on gender. Using data on 37,000 Danish twin and sibling pairs from population-wide administrative registers, we report three main findings. First, for family SES, but not for school SES, we find that genetic influences play a slightly smaller role in high-SES environments. Second, this relationship is moderated by child gender: in high-SES families, the genetic influence is considerably lower for boys than for girls. Third, the moderating effect of family SES for boys is almost entirely driven by children attending low-SES schools. Our findings thus point to significant heterogeneity in gene-environment interactions, highlighting the importance of considering the multiplicity of social contexts.

KW - Faculty of Social Sciences

KW - Educational achievement

KW - Gene-environment interaction

KW - Twin study

KW - Administrative data

U2 - 10.1016/j.ssresearch.2023.102870

DO - 10.1016/j.ssresearch.2023.102870

M3 - Journal article

C2 - 36898789

VL - 111

JO - Social Science Research

JF - Social Science Research

SN - 0049-089X

M1 - 102870

ER -

ID: 336070511