Search results
1 – 10 of 137Heritability studies attempt to estimate the contribution of genes (vs. environments) to variation in phenotypes (or outcomes of interest) in a given population at a given time…
Abstract
Purpose
Heritability studies attempt to estimate the contribution of genes (vs. environments) to variation in phenotypes (or outcomes of interest) in a given population at a given time. This chapter scrutinizes heritability studies of adverse health phenotypes, emphasizing flaws that have become more glaring in light of recent advances in the life sciences and manifest most visibly in epigenetics.
Methodology/approach
Drawing on a diverse body of research and critical scholarship, this chapter examines the veracity of methodological and conceptual assumptions of heritability studies.
Findings
The chapter argues that heritability studies are futile for two reasons: (1) heritability studies suffer from serious methodological flaws with the overall effect of making estimates inaccurate and likely biased toward inflated heritability, and, more importantly (2) the conceptual (biological) model on which heritability studies depend – that of identifiably separate effects of genes versus the environment on phenotype variance – is unsound. As discussed, contemporary bioscientific work indicates that genes and environments are enmeshed in a complex (bidirectional, interactional), dynamic relationship that defies any attempt to demarcate separate contributions to phenotype variance. Thus, heritability studies attempt the biologically impossible. The emerging research on the importance of microbiota is also discussed, including how the commensal relationship between microbial and human cells further stymies heritability studies.
Originality/value
Understandably, few sociologists have the time or interest to be informed about the methodological and theoretical underpinnings of heritability studies or to keep pace with the incredible advances in genetics and epigenetics over the last several years. The present chapter aims to provide interested scholars with information about heritability and heritability estimates of adverse health outcomes in light of recent advances in the biosciences.
Details
Keywords
Political scientists have taken up behavior genetics (BG) at a momentous time in the science of genetics. Momentous, because the science of genetics is undergoing a paradigm shift…
Abstract
Political scientists have taken up behavior genetics (BG) at a momentous time in the science of genetics. Momentous, because the science of genetics is undergoing a paradigm shift [Petronis, A. (2010). Epigenetics as a unifying principle in the aetiology of complex traits and diseases. Nature, 465(7299), 721–727]. This shifting paradigm poses a significant challenge to both the prevailing methodologies of behavior genetics – twin, family, adoption studies – and one of the most noteworthy findings to emerge from such studies, that is, which we can call the principle of minimal parental effects. This is the supposition that the effect of the shared parental rearing environment on the behavioral phenotypes of offspring is statistically equivalent to zero (Plomin & Daniels, 1987). It is not uncommon nowadays to find twin, adoption, and family studies utilized in the study of political behavior (e.g., Alford, J., Funk, C. L., & Hibbing, J. R. (2005). Are political orientations genetically transmitted? American Political Science Review, 99(2), 153–167.); likewise, the principle of minimal parental effects is frequently invoked in such studies (e.g., Mondak, J. J., Hibbing, M. V., Canache, D., Seligson, M. A., & Anderson, M. A. (2010). Personality and civic engagement: An integrative framework for the study of trait effects on political behavior. American Political Science Review, 104(1), 85–110.). As we shall see, the challenge comes from recent discoveries in genetics that are radically transforming our understanding of the genome and its relationship to environment.
Ronald L. Simons, Steven R.H. Beach and Ashley B. Barr
Purpose – The goal of this chapter is to demonstrate the importance of incorporating gene by environment (G×E) interactions into behavioral science theory and…
Abstract
Purpose – The goal of this chapter is to demonstrate the importance of incorporating gene by environment (G×E) interactions into behavioral science theory and research.
Design/methodology/approach – We critique behavioral genetics, discuss the emergence of epigenetics, review findings on G×E effects, and present the differential susceptibility model of gene–environment interplay.
Findings – The studies reviewed demonstrate that genetic variation often interacts with environmental context to influence the probability of various behaviors. Importantly, in many, and perhaps most, of the studies reviewed, the genetic variable, unlike the environmental variable, has little if any main effect on the outcome of interest. Rather, the influence of the genetic variable is limited to its moderation of the effect of the environmental construct.
Research limitations/implications – Molecular G×E research does not undermine the importance of environmental factors; rather it shows how social scientific explanations of human behavior might be made more precise by incorporating genetic information. This suggests expanded research opportunities for those interested in social causation.
Social implications – This model of molecular G×E research presented suggests that a substantial proportion of the population is genetically predisposed to be more susceptible than others to environmental influence. We argue that this model of G×E is particularly relevant to sociologists and psychologists and has the potential to enhance the development of theory in both areas.
Originality/value – This chapter will be of particular interest to sociologists and psychologists who have found the behavioral genetic paradigm off-putting because of its emphasis on genetic main effects and genetic determinism. The current chapter offers an alternative model that may better capture the available data and better integrate social processes with genetic and biological processes.
Details
Keywords
Katherine A. Graves, Lindsey Mirielli and Chad A. Rose
This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those…
Abstract
This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those with disabilities face unique challenges that make them more vulnerable to such experiences (Rose & Gage, 2016; Rose et al., 2011). By examining the underlying factors contributing to the heightened risk of bullying among students with disabilities, this chapter aims to provide a more comprehensive understanding of the issue. It delves into the specific ways in which students with disabilities are targeted and engage in bullying behaviors, such as through verbal, relational, or physical, and highlights the negative consequences on their overall well-being and academic performance. Moreover, this chapter examines existing interventions and strategies employed to prevent bullying among students with disabilities. It critically evaluates the effectiveness of individual, classroom, and school-wide interventions, highlighting the need for a comprehensive approach that addresses the unique needs and challenges faced by this subset of students. The importance of collaboration between educators, parents, and other stakeholders in implementing evidence-based practices is also emphasized. By promoting awareness, fostering inclusive school environments, and implementing targeted interventions, we can strive toward creating a safe and supportive atmosphere that enables students with disabilities to thrive academically and socially, free from bullying involvement.
Details
Keywords
Nadia Bhuiyan, Margaret Young and Daniel J. Svyantek
Over one million individuals diagnosed with autism spectrum disorder (ASD) will be entering adulthood and attempting to cultivate fulfilling, meaningful life experiences. These…
Abstract
Over one million individuals diagnosed with autism spectrum disorder (ASD) will be entering adulthood and attempting to cultivate fulfilling, meaningful life experiences. These young adults with ASD represent Generation A. The workplace will be a major element in cultivating fulfilling lives for Generation A. Social interaction is an integral component for functioning within most postsecondary and occupational settings. It is necessary to understand the interaction between autistic adults and organizations to understand potential social and behavioral deficits. The workplace is inherently a social place. Understanding both formal and informal social information in the workplace may be critical to successful job performance. Fit, particularly person–organization fit, is used to address this social nature of the workplace. Understanding this interaction helps provide a means for crafting both individual and organizational interventions which support autistic adults in the workplace. This chapter provides an analysis of interventions that support those with ASD in the workplace. It is proposed that these interventions will help create a more supportive work environment for those with ASD. As important, it is proposed that the accommodations for those with ASD are reasonable for any organization seeking to improve both satisfaction and performance for all its employees. By addressing these issues, organizations have the potential to create a more satisfying workplace for all workers, not just those in Generation A.
Details
Keywords
Emily C. Bouck, Holly Long and Larissa Jakubow
Assistive technology can support and enhance the learning, independence, and daily living skills of students with disabilities, including students with intellectual disability…
Abstract
Assistive technology can support and enhance the learning, independence, and daily living skills of students with disabilities, including students with intellectual disability (ID). Assistive technology is not generally disability dependent; however, for students with ID we decided to focus on assistive technology across two areas: instructional aids – with a focus on reading, writing, and mathematics – and transition and independence. Throughout our focus on these two categories of assistive technology, we discuss low-tech, mid-tech, and high-tech options to support students with ID.
Details