“In the early decades of the twenty-first century, we are learning to speak yet another language of cause and effect, and constructing a new epidemiology of self: we are beginning to describe illness, identity, affinity, temperament, preferences—and, ultimately, fate and choice—in terms of genes and genomes…. One of the most provocative ideas about our history and future: that the influence of genes on our lives and beings is richer, deeper, and more unnerving than we had imagined.”
– The Gene (Mukherjee, 2016: 494)
I am a PhD Candidate at the University of Cambridge Faculty of Education interested in the historically burdened concepts of intelligence, genetics, race, and socioeconomic status. I examine how these four terms intersect and inform or potentially inform the United States education system, which is marked by socioeconomic and racial disparities in terms of academic achievement, educational attainment, rates of suspension & expulsion, and representation in special education and gifted education (to name a few).
How does genetics research on cognitive ability/educational attainment/academic achievement impact teacher views of intelligence? How does it impact teacher views of socioeconomic and racial disparities? These are the questions I am trying to answer.
I have a lot to learn and am not an expert, but my goal is to become better informed about these issues. Certainly there will be errors along the way. Views are my own.