Investigating the mechanisms of G × SES interactions for education

Abstract

There is a growing body of research exploring whether the opportunity to realize the genetic endowment for education varies by parental socio-economic status (G × SES). While the behavioral genetic Scarr-Rowe hypothesis (SRH) suggests stronger genetic effects for individuals with a high SES, the sociological compensatory advantage hypothesis (CAH) predicts weaker genetic effects. Using data from the German TwinLife survey, I estimate biometric twin models to test for a G × SES and whether it can be accounted for by SES differences in the effect of genes associated with cognitive ability. There is no G × SES for the secondary school track. For tertiary enrolment, however, there is a G × SES, in line with the CAH. While SES differences in the effect of genes associated with cognitive ability account for most of the G × SES, a small part is explained by SES differences in the effect of genes independent of cognitive ability.