Hambrick, Ferreira and Henderson: Practice doesn’t necessarily make perfect

Much more nuanced and sophisticated analysis than the pop “triple advantage” theory of Amy Chua’s Tiger Mom’s claim that cultures blessed with ‘triple package’ get ahead in America sparks uproar:

It is therefore crucial to differentiate between the influence of genes on differences in abilities across individuals and the influence of genes on differences across groups. The former has been established beyond any reasonable doubt by decades of research in a number of fields, including psychology, biology and behavioural genetics. There is now an overwhelming scientific consensus that genes contribute to individual differences in abilities. The latter has never been established, and any claim to the contrary is simply false.

Another reason the idea of genetic inequality might make you uncomfortable is because it raises the specter of an anti-meritocratic society in which benefits such as good educations and high-paying jobs go to people who happen to be born with “good” genes. As the technology of genotyping progresses, it is not far-fetched to think that we will all one day have information about our genetic makeup, and that others may have access to this information and use it to make decisions that profoundly affect our lives. However, this concern conflates scientific evidence with how that evidence might be used — which is to say that information about genetic diversity can just as easily be used for good as for ill.

This information could just as easily be used to identify children with the least genetic potential for academic success and channel them into the best schools

Take the example of intelligence, as measured by IQ. We know from many decades of research in behavioural genetics that about half of the variation across people in IQ is due to genes. Among many other outcomes, IQ predicts success in school, and so once we have identified specific genes that account for individual differences in IQ, this information could be used to identify, at birth, children with the greatest genetic potential for academic success and channel them into the best schools. But this information could just as easily be used to identify children with the least genetic potential for academic success and channel them into the best schools. This would allow us to identifying those who are likely to face learning challenges and provide them with the support they might need. Science and policy are two different things, and when we dismiss the former because we assume it will influence the latter in a particular and pernicious way, we limit the good that can be done.

Wouldn’t it be better to just act as if we are equal, evidence to the contrary notwithstanding? That way, no people will be discouraged from chasing their dreams — competing in the Olympics or performing at Carnegie Hall or winning a Nobel Prize.

The answer is no, for two reasons. The first is that failure is costly, both to society and to individuals. Pretending that all people are equal in their abilities will not change the fact that a person with an average IQ is unlikely to become a theoretical physicist, or the fact that a person with a low level of music ability is unlikely to become a concert pianist.

It makes more sense to pay attention to people’s abilities and their likelihood of achieving certain goals, so people can make good decisions about the goals they want to spend their time, money and energy pursuing. Moreover, genes influence not only our abilities, but the environments we create for ourselves and the activities we prefer — a phenomenon known as gene-environment correlation. For example, yet another recent twin study found that there was a genetic influence on practicing music. Pushing someone into a career for which he or she is genetically unsuited will likely not work.

The second reason we should not pretend we are endowed with the same abilities is that doing so perpetuates the myth that is at the root of much inaction in society — the myth that people can help themselves to the same degree if they just try hard enough. You’re not a heart surgeon? That’s your fault for not working hard enough in school! You didn’t make it as a concert pianist? You must not have wanted it that badly. Societal inequality is thus justified on the grounds that anyone who is willing to put in the requisite time and effort can succeed and should be rewarded with a good life, whereas those who struggle to make ends meet are to blame for their situations and should pull themselves up by their own bootstraps.

If we acknowledge that people differ in what they have to contribute, then we have an argument for a society in which all human beings are entitled to a life that includes access to decent housing, health care and education, simply because they are human. Our abilities might not be identical, and our needs surely differ, but our basic human rights are universal.

Hambrick, Ferreira & Henderson: Practice doesn’t necessarily make perfect