Biology subjects

Harris, K. M.

Publications and source records attributed to Harris, K. M..

22 records · Page 2Linked to original sources

bioRxiv2019

Genetic Associations with Mathematics Tracking and Persistence in Secondary School

Maximizing the flow of students through the science, technology, engineering, and math (STEM) pipeline is important to promoting human capital development and reducing economic inequality1. A critical juncture in the STEM pipeline is the highly-cumulative sequence of secondary school math courses2-5. Students from disadvantaged schools are less likely to complete advanced math courses, but debate continues about why6,7. Here, we address this question using student polygenic scores, which are DNA-based indicators of propensity to succeed in education8. We integrated genetic and official school transcript data from over 3,000 European-ancestry students from U.S. high schools. We used polygenic scores as a molecular tracer to understand how the flow of students through the high school math pipeline differs in socioeconomically advantaged versus disadvantaged schools. Students with higher education polygenic scores were tracked to more advanced math already at the beginning of high school and persisted in math for more years. Molecular tracer analyses revealed that the dynamics of the math pipeline differed by school advantage. Compared to disadvantaged schools, advantaged schools tracked more students with high polygenic scores into advanced math classes at the start of high school, and they buffered students with low polygenic scores from dropping out of math. Across all schools, even students with exceptional polygenic scores (top 2%) were unlikely to take the most advanced math classes, suggesting substantial room for improvement in the development of potential STEM talent. These results link new molecular genetic discoveries to a common target of educational-policy reforms.

genetics↗

bioRxiv2019

Socioeconomic and Genomic Roots of Verbal Ability

Cognitive ability is one of the most potent and contentious human traits. Many issues surrounding cognitive ability especially those related to heredity is highly charged. Yet, all of the discussion on heredity has been based on non-DNA evidence. It is largely neglected that DNA and environmental data at individual level are indispensable for understanding the development of cognitive ability. In this article, we report findings from a study that uses both ability-related polygenic scores (PGSs) and a rich set of socioeconomic measures from Add Health. In an all-ethnicity sample excluding blacks, a social-science model predicts verbal ability well yielding an R2 of 17.5%. Adding two ability-related PGSs increases this R2 by 1.7%. Such models yield more accurate estimates of the effects of the PGSs and those of SES context, and provide an estimated degree to which SES context is influenced by parental genomes. Schooling and neighborhood remain important to verbal ability even after an early measure of verbal ability is adjusted in the model. Although the influence from the genome is evident, the influences of SES context are critical and cannot be dismissed.

genetics↗

bioRxiv2017

Father Absence And Accelerated Reproductive Development

Evidence shows that girls who experience father absence in childhood experience accelerated reproductive development in comparison to peers with present fathers. One hypothesis advanced to explain this empirical pattern is genetic confounding, wherein gene-environment correlation (rGE) causes a spurious relationship between father absence and reproductive timing. We test this hypothesis by constructing polygenic scores for age at menarche and first birth using recently available genome wide association study results and molecular genetic data on a sample of non-Hispanic white females from the National Longitudinal Study of Adolescent to Adult Health. Young womens accelerated menarche polygenic scores were unrelated to their exposure to father absence. In contrast, earlier first-birth polygenic scores tended to be higher in young women raised in homes with absent fathers. Nevertheless, father absence and the polygenic scores independently and additively predict reproductive timing. We find limited evidence in support of the gene-environment correlation hypothesis.

genetics↗

bioRxiv2017

Analysis of genetic similarity among friends and schoolmates in the National Longitudinal Study of Adolescent to Adult Health (Add Health)

Humans tend to form social relationships with others who resemble them. Whether this sorting of like with like arises from historical patterns of migration, meso-level social structures in modern society, or individual-level selection of similar peers remains unsettled. Recent research has evaluated the possibility that unobserved genotypes may play an important role in the creation of homophilous relationships. We extend this work by using data from 9,500 adolescents from the National Longitudinal Study of Adolescent to Adult Health (Add Health) to examine genetic similarities among pairs of friends. While there is some evidence that friends have correlated genotypes, both at the whole-genome level as well as at trait-associated loci (via polygenic scores), further analysis suggests that meso-level forces, such as school assignment, are a principal source of genetic similarity between friends. We also observe apparent social-genetic effects in which polygenic scores of an individuals friends and schoolmates predict the individuals own educational attainment. In contrast, an individuals height is unassociated with the height genetics of peers.\n\nSignificanceOur study reported significant findings of a \"social genome\" that can be quantified and studied to understand human health and behavior. In a national sample of more than 9,000 American adolescents, we found evidence of social forces that act to make friends and schoolmates more genetically similar to one another as compared to random pairs of unrelated individuals. This subtle genetic similarity was observed across the entire genome and at sets of genomic locations linked with specific traits--educational attainment and body-mass index--a phenomenon we term \"social-genetic correlation.\" We also find evidence of a \"social-genetic effect\" such that the genetics of a persons friends and schoolmates influenced their own education, even after accounting for the persons own genetics.

genetics↗