Boston More and more often these days, parents are reading about or being told there is a connection between their child's learning or behavior and genes. For one, they make unscientific assumptions about what is normal and what is important for study.
Schools appear to be the perfect environment for the application of such bad science.
Educators desperately need reasons to explain school failure. However, according to the authors, the link is weak at best. They can only correlate physiological phenomena with various ways children perform. Hubbard is professor emerita of biology at Harvard University.