Genetics, Social Science, and Educational Attainment: Moving Forward or Recreating the Discredited Past?
Genetics and the social sciences have a troubled history. However, recent advances in our understanding of genetics offer an opportunity to revisit this history and consider whether the future may be any better. To that end, I discuss results recent genetically informed studies focusing on educational attainment (as well as other traits of interest to social scientists). I also discuss preliminary results from new research.
Ben Domingue is an assistant professor in the Graduate School of Education at Stanford University. He has two areas of active research. The first focuses on statewide standardized test scores and their uses, particularly how test scores are used in statistical models that evaluate the effectiveness of teachers and schools. On a technical level, he also is interested in the extent to which test scores and the data from which they are drawn demonstrate certain desirable properties. The second area of research focuses on the integration of genetic data into social science research. In particular, he is interested in understanding the genetic architecture of educational attainment and the way in which schools can and do moderate the association between genes and educational attainment.
NOTE: This seminar meets on * Monday *