Journal
TWIN RESEARCH AND HUMAN GENETICS
Volume 10, Issue 2, Pages 285-298Publisher
CAMBRIDGE UNIV PRESS
DOI: 10.1375/twin.10.2.285
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Funding
- NICHD NIH HHS [3 P01 HD031921] Funding Source: Medline
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From conception to death, helping relationships promote positive development and enable people to surmount challenges in their lives. Is it the case that the negative consequences of a genetic propensity for risky behaviors can be attenuated by helping relationships (a G x E)? But is it also the case that people with such a genetic propensity are less likely to have helping relationships compared to people without such a propensity (a rGE)? We illustrate this complex pattern of gene-environment interplay by drawing on the National Longitudinal Study of Adolescent Health and a combinatoric analytic strategy. We focus on a gene associated with dopamine receptor type 2 (DRD2 TaqIA), student-mentor relationships, and educational continuation beyond secondary school. Results reveal that, for both white and black males, DRD2 A1+ (A1A1 and A1A2 genotypes) is associated with a decreased likelihood of school continuation compared to their counterparts with DRD2 A1-; mentors who are teachers compensate for this negative association (a G x E); and youth with DRD2 A1+ are less likely to have a mentor who is a teacher than their counterparts with DRD2 A1- (a rGE).
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