Genes and the environment: the heritability of education

In Chapter 9, Giorgia Menta, Lorenzo Cappellari, Daniele Checchi and Sonia Brescianini examine how genetic influences on education shift in response to institutional reforms, focusing on Italy’s adoption of the Bologna Process. The authors use data from twins and a statistical model that separates the influence of genetics and environment. They find that after the reform, family background mattered less for outcomes, while genetic differences and personal experiences played a somewhat bigger role. While both chapters share a central interest in the role of genetic influences on social outcomes, at the same time, they emphasize that
heritability or genetic associations should not be interpreted as deterministic. They stress ethical, methodological, and interpretive limits, warning against misuse and underscoring the need for careful application.