Gene–environment processes tell us how genetic predispositions and environments work together to influence children in schools. One type of gene–environment process that has been extensively studied using behavioral genetics methods is a gene-by-environment interaction. A gene-by-environment interaction shows us when the effect of your context on a phenotype differs depending on your genetic predispositions, or vice versa, when the effect of your genetic predispositions on a phenotype differs depending on your context. Developmental behavioral geneticists interested in children's school achievement have examined many different contexts within the gene-by-environment interaction model, including contexts measured from within children's home and school environments. However, this work has been overwhelmingly focused on WEIRD samples children, leaving us with non-inclusive scientific evidence. This can lead to detrimental outcomes when we overgeneralize this non-inclusive scientific evidence to racialized groups. We conclude with a call to include racialized children in more research samples.

中文翻译：

---

关于学校成绩的发育行为遗传学研究缺少弱势儿童，这对我们不利

基因-环境过程告诉我们遗传倾向和环境如何共同影响学校的儿童。使用行为遗传学方法广泛研究的一种基因-环境过程是基因与环境的相互作用。基因与环境的相互作用向我们展示，当你的环境对表型的影响因你的遗传倾向而不同时，反之亦然，当你的遗传倾向对表型的影响因你的环境而不同时。对儿童学业成绩感兴趣的发育行为遗传学家已经研究了基因与环境相互作用模型中的许多不同背景，包括从儿童家庭和学校环境中测量的背景。然而，这项工作绝大多数集中在 WEIRD 样本儿童上，给我们留下了非包容性的科学证据。当我们将这种非包容性的科学证据过度推广到种族群体时，这可能会导致有害的结果。最后，我们呼吁将种族儿童纳入更多的研究样本中。