Zusammenfassung
In diesem Beitrag zeigen wir auf, welchen Mehrwert genetisch informierte Forschungsdesigns für die Erforschung von Bildungsungleichheiten haben. Wir tun dies exemplarisch für zwei zentrale Forschungsgebiete der Soziologie: die intergenerationale Transmission von Bildungsungleichheiten und die Frage, inwiefern elterliches Verhalten die Bildungspotenziale ihrer Kinder kompensiert oder akzentuiert. Für beide Forschungsfelder zeigen wir, dass genetisch informierte Designs nicht nur methodisch einen Beitrag leisten, indem sie für unbeobachtete umweltbedingte und genetische Heterogenität kontrollieren können, sondern auch zum theoretischen Verständnis sozialer Ungleichheiten beitragen, indem sie die Rolle genetischer Einflüsse für soziale Ungleichheitsprozesse aufzudecken erlauben. Vor diesem Hintergrund müssen genetisch informierte Forschungsdesigns in den methodischen Handwerkskasten der Ungleichheitsforschung integriert werden.
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Ruks, M., Diewald, M. (2024). Genetisch informierte Forschungsdesigns in der soziologischen Ungleichheitsforschung. Das Beispiel Bildungserwerb. In: Hammerl, M., Schwarz, S., Willführ, K.P. (eds) Evolutionäre Sozialwissenschaften. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-43624-7_14
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