Schooling, Family Background, and Adoption: Is It Nature or Is It Nurture?

By E. Plug, Wim P. M. Vijverberg. Journal of Political Economy, 2003

330 citations recorded by the source corpus.

Subfields: Demography, Experimental and Cognitive Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0eda314cda4b18f71748b5e13db8fcbeeeaf95bb

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Citations in the corpus

Intergenerational Transmission of Educational Attainment in Germany – The Last Five Decades (2007, background): “…A separate literature addresses whether it is the inheritance of genes that drives intergenerational correlation patterns ("nature") or whether a productivity effect of parental education matters ("nurture") (e.g. Oreopoulos et al. 2006, Sacerdote 2002, Plug and Vijverberg 2003, Black et al. 2005).”
Genetic Variation in Preferences for Giving and Risk Taking (2009, background): “Later papers in this procession, based on either twins or adoptees, include Behrman and Taubman (1989), Plug and Vijverberg (2003), Björklund, Lindahl and Plug (2006), Björklund, Jäntti and Solon (2007) and Sacerdote (2002, 2007).”
Educational Opportunities and the Role of Institutions (2005, background): “…background (Brunello and Checci, 2003; Ermisch and Francesconi, 2001) and even shows that the social background impacts both 3 through the genes and the education that are transmitted by parents to their children, while the former appears to be slightly more important (Plug and Vijverberg, 2003).”
Cognitive skills, non-cognitive skills, and family background: evidence from sibling correlations (2016, neutral): “Nevertheless, there is also evidence from the economic literature that cognitive skills are shaped by environmental factors, such as educational activities in the family or parenting style (e.g., Sacerdote 2002; Plug and Vijverberg 2003; Ermisch 2008; Fiorini and Keane 2014).”
Field experiments in labor economics (2010, background): “…it is impossible to randomly assign characteristics to individuals or to randomly assign children to families, quasi-experimental studies have exploited variation due to adoption in order to separately identify genetic inputs (“nature”) from parental inputs (“nurture”) (Plug and Vijverberg, 2003).”
Neighborhood effects and parental involvement in the intergenerational transmission of education (2011, background): “Most studies have found that school quality (e.g., Card and Krueger, 1992, 1996, and Hanushek, 2002) and family background (e.g., Ermisch and Francesconi, 2001, Sacerdote, 2002, Plug and Vijverberg, 2003) have a signi ﬁ cant and positive impact on the level of education of children.”
Long-Term Intergenerational Persistence of Human Capital: An Empirical Analysis of Four Generations (2015, background): “Second, extension of the analysis of intergenerational transmission beyond two generations relates to a recent literature which, following Roemer (1993), aims to measure the degree of equality of opportunity; see e.”