Genes, Schools, and Interventions That Address Educational Inequality: Can the Science of Treatment-Effect Heterogeneity Unite Diverse Perspectives?
This conference will bring together experts in genetics, economics, sociology, psychology, and education, in order to advance an integration of research on the genetics of cognitive and non-cognitive skills, structural determinants of educational inequality, and the effects of large-scale educational interventions. Critical questions at the interface of these rapidly-developing fields include:
- What, if anything, do results from genetic research and sociological research imply about the effectiveness of educational interventions?
- How can intervention designs be used to test hypotheses about the mechanisms linking genotypes with complex human phenotypes, including gene-by-environment interaction hypotheses?
- How can intervention designs be used to test hypotheses about who is advantaged or disadvantaged by school structures?
- How can discoveries about mechanisms of genetic effects be used to identify intervention targets in diverse school settings?
- How can integrating genetic data (e.g., measured genotypes, genetically-related samples) into intervention studies improve estimates of overall effects and advance understanding of heterogeneity of treatment effects?
The goal of the conference will be to develop a White Paper with methodological recommendations for how intervention research could integrate genetic and sociological data, and how genetic or population-based studies could integrate light-touch experimental interventions.
- David Yeager, University of Texas, Austin
- Paige Harden, University of Texas, Austin