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New research indicates that genetic variants related to educational attainment influence individuals’ political participation. This suggests that political inequality of opportunity is partially rooted in an inequality in genetic resources. However, the possibility that these genetic influences are contingent on individuals’ environments, such that they are amplified or reduced by certain environmental characteristics, remains unexplored. Using longitudinal and geo-coded register data for a large sample of genotyped twins in the Swedish Twin Registry, this paper explores whether early-life proximal environments that are conducive to participation modifies the effects of individuals’ education-related genetic resources on voting, as measured by a polygenic index for educational attainment. The results suggest that the level of political engagement, and of SES, both within the family and within the neighbourhood, can reduce the effects of genetic resources on voting. This has implications for how we can direct policy to ameliorate genetic inequalities in political participation.

For half a century, scholars have debated the societal implications of research that suggests genetic explanations for socioeconomic disparities. However, studies of whether and how such genetic explanations affect the attitudes of citizensare surprisingly limited. Using two identical, pre-registered survey experiments fielded in the United States (N=2003) and Sweden (N=2005), this study tests whether a short, twin study-based genetic explanation for income and education differencesleads to citizens adopting a lower perceived possibility, as well as a lower perceived fairness, of the government reducing socioeconomic differences. The results do not provide systematic evidence to this effect. Rather, there are indications that citizens increase their belief in the effectiveness, as well as in the fairness of government intervention. Most clearly, the treatment increased citizens’ support for a set of redistributive policy proposals, particularly in Sweden. Overall, however, the treatment effects appear to have been limited. This is likely attributable to the experimental manipulationbeing inadequate in magnitude. This study suggests that genetic explanations for socioeconomic differences do not necessarily have to cause a naturalization of inequality among citizens, but further research on this important topic is needed.

Interest in the role of genetics in influencing key life outcomes such as educational attainment has grown quickly. However, the question of whether genetic influences on educational attainment, on average as well as in conjunction with socioeconomic circumstances, are moderated by macro-level factors has not yet received sufficient attention. This study combines polygenic indices for educational attainment (EA PGI) with high-quality register data in a large sample of Swedish twins of European ancestry born 1920–1999. Employing both conventional between-family and within-family models, the analyses suggest that the influences of education-related genetic propensities on educational attainment have increased in Sweden during the twentieth century, a period featuring major expansions of the Swedish educational system, and decreasing economic inequality. The analyses also suggest that the degree to which socioeconomic background enhances genetic influences on education has decreased across cohorts. Genetic influences on education do not appear to have translated into increased genetic influences on income. Additionally, there is some evidence of floor and ceiling effects in the analyses of dichotomous educational outcomes.