Quote:
Originally Posted by well named
I agree that the scenario you've outlined is too broad to draw a conclusion about, but the data in the study suggests that the relative role of genetics in explaining variation in educational attainment among women is higher when social structures that prevent women from attending college are removed. That's the main result of the paper. It's also pretty intuitive, I think.
Again, I disagree that this can be quantified into "more" or "less". For what we know genetics could contribute
more to the outcome when gender roles are fixed, causing results to be worse.
We can't just point to better exam results and degrees and say "genes showing up, job well done!". The behaviors in the other scenario can also similarly be attributed to genes.
What we can say is that this is an indicator that biological gender (and the genes that cause it) does not determine academic potential. But that is very different from saying that genetics mattered more in one scenario than the other.