The Geneticization of Education: ethical, social, and policy implications of polygenic scores for educational attainment

教育的基因化：多基因分数对教育成就的伦理、社会和政策影响

• 批准号: 10371528
• 负责人: Lucas John Matthews
• 金额: $ 18.47万
• 依托单位: NEW YORK STATE PSYCHIATRIC INSTITUTE DBA RESEARCH FOUNDATION FOR MENTAL HYGIENE, INC
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-21 至 2026-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10371528
• 关键词: Address; Alzheimer' s disease risk; Attitude; Behavior; Behavioral Genetics; Belief; Bioethics; Birth; Blood specimen; Breast; Cardiovascular system; Caring; Child; Complex; Consultations; DNA; Data; Databases; Development; Development Plans; Diabetes Mellitus; Disclosure; Disease; Dyslexia; Education; Empirical Research; Ethics; Exposure to; Funding; General Population; Genetic; Genetic Risk; Genome; Genomics; Goals; Household; Human; Human Genetics; Income; Individual; Intervention; Interview; Investigation; Mainstreaming; Mediating; Medical; Medicine; Mental Depression; Mentors; Methods; Outcome; Parents; Patients; Performance; Philosophy; Policies; Qualitative Methods; Qualitative Research; Race; Randomized; Reading; Recommendation; Recording of previous events; Research; Research Personnel; Research Proposals; Risk; Saliva; Scholarship; Schools; Science; Scientist; Students; Sum; Surveys; Symptoms; Techniques; Testing; Time; Traction; Training; United States National Institutes of Health; Universities; behavioral outcome; career; career development; coping; design; differences in access; ethical legal social implication; exercise capacity; experience; genetic information; genetic predictors; genetic testing; genetic variant; improved; intelligence genetics; interest; mathematical ability; policy implication; precision medicine; psychosocial; racial and ethnic disparities; racial difference; reading ability; skills; smartphone Application; social; social implication; web site

Project Summary This proposal addresses the psychosocial impacts of a new kind of genetic information currently available to the general public: polygenic scores for educational attainment (EA-PGS). Available for purchase via a growing number of third-party, direct-to-consumer (DTC) genetic testing companies, an EA-PGS provides information about an individual’s genetic propensity for completing years of schooling. To the extent that it is a genetic predictor of a complex outcome with major social and environmental causes, EA-PGS research represents a “geneticization” of education that engenders a host of difficult ELSI questions to be addressed by this K01 proposal. Who seeks out EA-PGS and why? How do DTC customers interpret and use their results? How does exposure to EA-PGS research impact public attitudes toward education and schooling, including attitudes about racial/ethnic disparities in education? To address these questions, this proposal includes a plan of empirical research, including (Aim 1) qualitative research involving in-depth interviews with individuals who have recently received EA-PGS results via DTC genetic testing company, Geneplaza, and (Aim 2) quantitative research involving surveys of key stakeholder groups (students, parents of students, and educators) randomized to read stories from the popular media emphasizing either EA-PGS or social influences on education. Finally, this proposal includes (Aim 3) a plan of conceptual research, involving development of an ethical framework on the potential harms and benefits of the geneticization of education, developed through consultation with an expert advisory council of prominent scholars in education policy, ethics, and genetics. Building on the PI’s strong background in behavior genetics and philosophy of science, these aims will be achieved with an interdisciplinary, mixed-methods career development plan that includes training and coursework in quantitative methods, qualitative methods, and bioethics. The career development plan is supported by a team of highly experienced and esteemed Columbia University and Hastings Center scholars with expertise in qualitative methods, quantitative methods, and bioethics: Paul Appelbaum, Sandra Soo-Jin Lee, Ruth Ottman, and Josephine Johnston.

项目概要 该提案解决了目前可获得的一种新型遗传信息的社会心理影响 公众：教育程度多基因分数 (EA-PGS) 可通过不断增长的渠道购买。 EA-PGS 提供的第三方直接面向消费者 (DTC) 基因检测公司的数量 关于一个人完成学业的遗传倾向，就其遗传而言。 EA-PGS 研究是具有主要社会和环境原因的综合结果的预测因子 教育的“基因化”产生了一系列 ELSI 难题，K01 需要解决这些问题 谁寻求 EA-PGS？为什么？DTC 客户如何解释和使用他们的结果？ 接触 EA-PGS 研究会影响公众对教育和学校教育的态度，包括态度 为了解决这些问题，该提案包括一项计划： 实证研究，包括（目标 1）定性研究，涉及对以下人员进行深入访谈： 最近通过 DTC 基因检测公司 Geneplaza 收到了 EA-PGS 结果，并且（目标 2）定量 涉及对关键利益相关群体（学生、学生家长和教育工作者）进行调查的研究 随机阅读流行媒体的故事，强调 EA-PGS 或社会影响 最后，该提案包括（目标 3）概念研究计划，其中涉及开发 关于教育遗传化潜在危害和益处的伦理框架，通过 与教育政策、伦理学和遗传学领域著名学者组成的专家咨询委员会进行协商。 基于 PI 在行为遗传学和科学哲学方面的强大背景，这些目标将是 通过跨学科、混合方法的职业发展计划实现，其中包括培训和 定量方法、定性方法和生物伦理学课程是。 由经验丰富且受人尊敬的哥伦比亚大学和黑斯廷斯中心学者组成的团队提供支持 拥有定性方法、定量方法和生物伦理学方面的专业知识：Paul Appelbaum、Sandra Soo-Jin 李、露丝·奥特曼和约瑟芬·约翰斯顿。