Reconstructing Sociogenomics Research: Dismantling Biological Race and Genetic Essentialism Narratives

We detail the implications of sociogenomics for social determinants research. We focus on education and race because of how early twentieth-century scientific eugenic thinking facilitated a range of racist and eugenic policies, most of which helped justify and pattern racial and educational morbidity and mortality disparities that remain today, and are central to sociological research. Consequently, we detail the implications of sociogenomics research by unpacking key controversies and opportunities in sociogenomics as they pertain to the understanding of racial and educational inequalities. We clarify why race is not a valid biological or genetic construct, the ways that environments powerfully shape genetic influence, and risks linked to this field of research. We argue that sociologists can usefully engage in genetics research, a domain dominated by psychologists and behaviorists who, given their focus on individuals, have mostly not examined the role of history and social structure in shaping genetic influence.

Automated summary

This paper explores the implications of sociogenomics on social determinants research, with a focus on race and education. It discusses the invalidity of race as a biological or genetic construct, the powerful influence of environments on genetic traits, and the potential risks associated with sociogenomics research. The paper argues for sociologists' meaningful engagement in genetics research, pointing out the lack of attention to history and social structure in shaping genetic influence in the field dominated by psychologists and behaviorists.