Mind the gap: The interplay between genes and neighbourhood context on educational achievement

Abstract

This article expands on previous research on gene-environment (GxE) effects on socio-economic status, by stepping beyond the family dimension and exploring how the neighbourhood context interacts with education linked genes in influencing educational achievement. While some evidence suggests that genetic links to education are more fully expressed in high socio-economic status families, other findings indicate that individuals with lower genetic predisposition for education benefit more from high socio-economic contexts. We argue that the neighbourhood environment may also play a role on the relationship between genes and education-related outcomes. We find evidence that living in socioeconomically advantaged neighbourhoods contributes to closing the gap between individuals characterized by high and low genetic predispositions towards educational achievement, with this effect primarily driven by influences on academic motivation, rather than cognitive skills. These findings emphasize that environmental contexts can shape the unfolding of genetic endowment and point to an important role of the neighbourhood in compensating for pre-existing disadvantage, thus contributing to improve chances of upward social mobility and to limit the reproduction of social inequalities in education over time.