Genes May Play Role in Educational Achievement, Study Finds

Medical Xpress, July 2, 2012

Researchers have identified genetic markers that may influence whether a person finishes high school and goes on to college, according to a national longitudinal study of thousands of young Americans. The study is in the July issue of Developmental Psychology, a publication of the American Psychological Association.

“Being able to show that specific genes are related in any way to academic achievement is a big step forward in understanding the developmental pathways among young people,” said the study’s lead author, Kevin Beaver, PhD, a professor at the College of Criminology and Criminal Justice at Florida State University.

The three genes identified in the study—DAT1, DRD2 and DRD4—have been linked to behaviors such as attention regulation, motivation, violence, cognitive skills and intelligence, according to the study. Previous research has explored the genetic underpinnings of intelligence but virtually none has examined genes that potentially contribute to educational attainment in community samples, said Beaver.

{snip}

The genes identified in this research are known as dopamine transporter and receptor genes. Every person has the genes DAT1, DRD2 and DRD4, but what is of interest are molecular differences within the genes, known as alleles, according to Beaver. Subjects who possessed certain alleles within these genes achieved the highest levels of education, according to the findings.

{snip}

Even though the genetic variants were found to be associated with educational levels, having a specific allele does not determine whether someone will graduate from high school or earn a college degree, according to Beaver. {snip}

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  • Even though the genetic variants were found to be associated with
    educational levels, having a specific allele does not determine whether
    someone will graduate from high school or earn a college degree, according to Beaver.

    Beaver Cleaver is right about that for one reason and one reason only:  High school and college have gotten so dumbed down and watered down that in some high schools and puff college majors, anyone with a pulse can get a degree or a diploma.

  • Even if they wont admit who has these genes, at least they bring the discussion out into the open.

  • The problem is that too many kids do not come to school, complete classes and thus do not have enough credits to graduate.

    • Ingsoc

      The problem is too many black kids come to school one or two SDs in intelligence below white kids.

      • technodan

        And they come from an anti-intellectual culture to boot.

  • JohnEngelman

    When genes for intelligence are discovered the debate over The Bell Curve will end, but not the yelling. The guardians of political correctness will go into a frenzy, and make it even more dangerous than it currently is to tell in public what everyone knows to be true. 

    • mikejones91

      Like you say, everyone knows. Whether they even know it or not (in a way). Example—The way some  people put black people up on a “high horse”, in a way. My mother brought home chicken wings from work the other day. I asked her “where did you get these at mom?”. She said this black woman brought them in. They are the BEST (she sounded very enthused to say “best) at making wings. She’s also made the same statement about barbecuing and hair cutting. Just these random small “put ups” that I hear from many people. Its like they know deep down something isn’t “right” so they make these positive comments as if to wash away their TRUE feelings. These feelings of TRUTH are then hijacked by the all powerful “PC”> 

      • Sherman_McCoy

        Don’t eat them.  Blacks love to spit (or worse) in food given to whites.

    • Ingsoc

      They’ ve probably already been discovered  hidden very very deeply.  Anyone who dares to release such information will be Watson-ed immediately with his career and life’s work destroyed.  

      The evidence is too strong that intelligence IS mostly genetic and not environmental and that blacks have smaller brains and far less intelligence than whites but this cannot be written in textbooks, taught or discussed at the highest levels of academia, which is academic fraud.

  • IstvanIN

    I have interviewed many blacks over the years who graduated from college with C-averages in African-American studies, Human Services and Women’s Studies. The bulk of the course work, as best I can tell from their college transcripts, was complete hooey. Yet despite having a BA they still can not complete a job application, write a declarative sentence, or speak properly.

    Yesterday’s janitors are todays rocket scientists.  And sheeit.

  • alastairabbacle

    Good news! We are breaking into the mainstream.

  • AmRem

    The presence of the alleles alone did not guarantee higher levels of education, the study found. Having a lower IQ was more strongly associated with lower levels of education. Also, living in poverty and essentially “running with a bad crowd” resulted in lower levels of education despite the genetic effects.

    They always have to put something like this passage in the article, as if it were mandatory to dispel the Race-Realist interpretation of science. There is always a disclaimer in these articles, sometimes it’s claimed to be in the study itself, and sometimes it isn’t, but it almost seems like they think it needs to be put there. The Race-Realist interpretation is on their mind, and the excuses are made out of fear. Whether this fear is caused by the fear of being called a racist, or if the fear is from the writer trying to preserve his egalitarian world-view, is uncertain; however there is proof that the idea of separate, unequal races is on their mind, and they are well aware about the other places these facts could lead.

    • JohnEngelman

      They remember what happened to James Watson, Lawrence Summers and John Derbyshire. 

    • Orion_Blue

      There was a disclaimer incorporated in Galileo’s exposition of the heliocentric system, which though mocking of the Church Establishment, nonetheless was a requirement in order for the work to be published.

      Things really haven’t changed that much.

  • Kurt Plummer

    >>
    “Being able to show that specific genes are related in any way to academic achievement is a big step forward in understanding the developmental pathways among young people,” said the study’s lead author, Kevin Beaver, PhD, a professor at the College of Criminology and Criminal Justice at Florida State University.
    >>

    Yes it does. Because it shows that genetics are interactive, intra-generationally, with social environment as a function of ‘developmental’ (i.e. epigenetic) activations of key brain regions.

    And while this is ‘good news’ to those who want to make the black and hispanic into white-equals as a function of social engineering, it also points to deleterious possibility that, in density, natural low-IQ group behaviors may have a negative impingent effect upon whites.

    >>
    The three genes identified in the study – DAT1, DRD2 and DRD4 – have been linked to behaviors such as attention regulation, motivation, violence, cognitive skills and intelligence, according to the study. Previous research has explored the genetic underpinnings of intelligence but virtually none has examined genes that potentially contribute to educational attainment in community samples, said Beaver.
    He and his colleagues analyzed data from the National Longitudinal Study of Adolescent Health, also known as Add Health. Add Health is a four-wave study of a nationally representative sample of American youths who were enrolled in middle or high school in 1994 and 1995.
    >>

    Dopamine response thresholds to neuro transmission do a lot more than this, effecting a range of schizo-affective behaviors on a typed driven saturation level basis.

    >>
    The study continued until 2008, when most of the respondents were between the ages of 24 and 32. The participants completed surveys, provided DNA samples and were interviewed, along with their parents. The sample used for this analysis consisted of 1,674 respondents.
    >>

    No race group identities of course so the data is worthless because it doesn’t show the expressed trait effects as a function of social enablement/retardant mechanisms.

    >>
    The genes identified in this research are known as dopamine transporter and receptor genes. Every person has the genes DAT1, DRD2 and DRD4, but what is of interest are molecular differences within the genes, known as alleles, according to Beaver. Subjects who possessed certain alleles within these genes achieved the highest levels of education, according to the findings.
    >>

    And this is important. Because it’s more than just a fixed trait condition, it’s again, a _developmental_ one. Which is why blacks who breast feed (Oxytocin, another dopamine type neurochemical that eases neurotransmission by stabilizing chemical balances at the synapse) can help their kids get as much as a 5 point boost in IQ.

    i.e. This effect is epigenetic based on early natal care.

    >>
    The presence of the alleles alone did not guarantee higher levels of education, the study found. Having a lower IQ was more strongly associated with lower levels of education.
    >>

    Which is pure gibberish. Since IQ is the driver and IQ is as much a mechanical effect based on ‘back -plane speeds’ (how fast and how densely the neurotransmitters can fire to create pseudo-coherent mosaics from simultaneous SNT firings as ‘large scale’ conceptual understandings) as it is some endemic configuration of the mind.

    Jews and myelin nerve fiber coatings come to mind here.

    Dopamines simply makes it easier to get the spark at the lowest level of amplitude possible while retaining routing order coding that keeps everything in-sequence.

    >>
    Also, living in poverty and essentially “running with a bad crowd” resulted in lower levels of education despite the genetic effects.
    >>

    BINGO! Genetics in the raw. Because as you live, socially, so you set up the preconditions by which certain traits stabilize in their expression to an environmental equilibrium of optimum advantagement within the environment (_The Ten Thousand Year Explosion_).

    As you do, so do you develop. Behavior reinforces expression. Lamarck would be proud.

    >>
    Even though the genetic variants were found to be associated with educational levels, having a specific allele does not determine whether someone will graduate from high school or earn a college degree, according to Beaver. Rather, these genes work in a probabilistic way,>>

    No it doesn’t. But the ‘probabilistic’ variables do help endorse a specific social model wherein variation from the norm causes hardship in the selection process for a new/different trait. Where those stresses are harsh enough (‘acting white’) you get rejective reconfiguration as the brain is not predestined to be one way or another. It simply has performance biases when properly ‘tuned’.

    >>
    …with the presence of certain alleles simply increasing or decreasing the likelihood of educational outcomes, he said. “No one gene is going to say, ‘Sally will graduate from high school’ or ‘Johnny will earn a college degree,'” he said. “These genetic effects operate indirectly, through memory, violent tendencies and impulsivity, which are all known predictors of how well a kid will succeed in school. If we can keep moving forward and identify more genetic markers for educational achievement, we can begin to truly understand how genetics play a role in how we live and succeed in life.”
    >>

    What is important is that negative social consequences to going to the source of advantagement can be so extreme as to kill off a trait variance either by psychometrically mis-activating the developmental trait, inhibiting an individual from achieving -anything- (because they are not optimized to ‘be black’ but nor are they fully turn on as -smart-) which reduces their fitness for reproductive selection.

    Or reverting them back to an imprinted norm where they are not behaviorally disadvantaged but also not able to standout and create a driver gene condition differentiating them as ‘successful’ from those around them.

    Again, what isn’t mentioned is how these ‘probabalistic’ variables score in certain population groups as a system of driving the target alleles towards expressive opportunity. Or inhibition.

    And -that- is exactly what the next step should be.

    If someone with a variant allele/SNP which shows positive corellation with higher sch0lastic achievement in population group X in fact shows a lower achievement index in pop group Y, then it is the likely the proof that _external environmental selectors_ which are driving the genes and to make the expression system work, the natural social conditioning must be changed or denied. Which is to say, to get the Talented Tenth, you have to frustrate the other 90th percentile.

    Create a modeling algorithm which accounts for and removes negative criterion from the predictor set outcomes. And overlay this selection system atop Black or Hispanic lifestyle variables (to Asian or White equivalents) to filter those group identities or behaviors culturally symptomatic of reduced educational achievement.

    Of course there will be those who rightly question why you want to make these lower IQ groups suffer the indignity of becoming white, behaviorally, without guarantee of moving up. As an alternative to the cost of imbedding largely dysfunctional genetics in a society of whites already at environmental equilibrium with their expressed traits and thereby risk being dissociatively jarred from their own cultural norm of achievement, simply to support ‘diversity’ by which additional disruptive populations sabotage the group economic and social position (_IQ and the Wealth Of Nations_).

    Getting a set of predictors for this social-genetic interaction is not going to be easy but it is essential for proving the social-developmental block to certain genetic pathways achieving much outside their ethnic skew.

    >>
    More information: “Dopaminergic Polymorphisms and Educational Achievement: Results From a Longitudinal Sample of Americans,” Kevin M. Beaver, PhD, Florida State University; John Paul Wright, PhD, University of Cincinnati; Matt DeLisi, PhD, Iowa State University; Michael G. Vaughn, PhD, Saint Louis University; Developmental Psychology, Vol. 48, No. 4.>>

    Dopamine research is dangerous because it can have a lot of hidden psychoactive implications as behavior modification intent. I would go so far as to say the range of dopamine drugs can be ‘Soma Like’ in their ability to regulate a wide range of behavioral brain neurochemistry function. Some of which, to be effective, have to be tailored or perhaps ‘doped’ to cellular function, very early. Implying the ability or at least interest in shifting to a fixed norm of behavioral ranges across entire populations -before- negative traits are actually expressed.

    In Vitro Effects Vary By Binding Chemistry Preferences
    http://www.ncbi.nlm.nih.gov/pubmed/7944879

    Sexual Promiscuity Effectors of DRD4
    http://www.plosone.org/article/info:doi/10.1371/journal.pone.0014162

    The Eugenics Of Mindcontrol then having generational selector outcomes.

  • In related stories, the sky is blue and grass is often green.

    More breaking news at eleven.

  •  St. Louis has a few, but in parts of town where I really don’t want to be, much less procure fast food.  Even though spicy fried chicken is very tempting.