A novel hypothesis posits that levels of genetic diversity in a population may partially explain variation in the development and success of countries. Our paper extends evidence on this question by subjecting the hypothesis to an alternative context that eliminates many competing hypotheses. We do this by aggregating representative individual-level data for high schools from a single US state (Wisconsin) in 1957, when the population was composed nearly entirely of individuals of European ancestry. Using this sample of high school aggregations, we too find a strong association between school-level genetic diversity and a range of student socioeconomic outcomes. Our use of survey data also allows for a greater exploration into the potential mechanisms of genetic diversity. In doing so, we find positive associations between genetic diversity and indexes for openness to experience and extraversion, two personality traits tied to creativity and divergent thinking.

中文翻译：

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高中遗传多样性和晚年学生的学习成果：威斯康星州纵向研究的微观证据

一种新的假设认为，人口中遗传多样性的水平可以部分解释国家发展和成功的差异。我们的论文通过使假设处于另一种消除了许多相互竞争的假设的背景之下，从而扩展了有关该问题的证据。为此，我们汇总了1957年美国一个州（威斯康星州）高中的代表性个人水平数据，当时该人口几乎完全由欧洲血统的个体组成。使用高中生源的样本，我们也发现学校水平的遗传多样性与一系列学生的社会经济成果之间有很强的联系。我们对调查数据的使用还允许对遗传多样性的潜在机制进行更大的探索。在这样做，