Journal Article

Large Cross-National Differences in Gene × Socioeconomic Status Interaction on Intelligence

Bates, Timothy C., Tucker-Drob, Elliot M.

2016

Overview

A core hypothesis in developmental theory predicts that genetic influences on intelligence and academic achievement are suppressed under conditions of socioeconomic privation and more fully realized under conditions of socioeconomic advantage: a Gene × Childhood Socioeconomic Status (SES) interaction. Tests of this hypothesis have produced apparently inconsistent results. We performed a meta-analysis of tests of Gene × SES interaction on intelligence and academic-achievement test scores, allowing for stratification by nation (United States vs. non–United States), and we conducted rigorous tests for publication bias and between-studies heterogeneity. In U.S. studies, we found clear support for moderately sized Gene × SES effects. In studies from Western Europe and Australia, where social policies ensure more uniform access to high-quality education and health care, Gene × SES effects were zero or reversed.

• Publisher: SAGE Publications,SAGE PUBLICATIONS, INC
• Subject: Academic achievement / Achievement tests / Bias / Childhood / Educational Measurement - methods / Gene-Environment Interaction / Genetics / Health care / Health education / Health services / Humans / Hypotheses / Intelligence / Intelligence - genetics / Intelligence tests / International comparisons / Meta-analysis / Models, Genetic / Models, Psychological / Quality of care / Social Class / Socioeconomic factors / Socioeconomic status / Stratification / Systematic review / Test bias / Test scores / United States