Implications of the genomic revolution for education research and policy

Tim T. Morris, Stephanie von Hinke, Lindsey Pike, Neil R. Ingram, George Davey Smith, Marcus R. Munafò, Neil M. Davies*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-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 languageEnglish
JournalBritish Educational Research Journal
DOIs
Publication statusE-pub ahead of print - 12 Apr 2022

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

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