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Challenging Misconceptions about Race in Undergraduate Genetics

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Title: Challenging Misconceptions about Race in Undergraduate Genetics
Language: English
Authors: Erin M. Ball, Robin A. Costello, Cissy J. Ballen, Rita M. Graze, Eric W. Burkholder
Source: CBE - Life Sciences Education. 2024 23(3).
Availability: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Contract Number: 1751296
2120934
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Race, Genetics, Misconceptions, Undergraduate Students, Laboratory Experiments, Science Activities, Racism, Ideology, Student Attitudes, White Students, Minority Group Students, Biology, Science Instruction
DOI: 10.1187/cbe.23-12-0228
ISSN: 1931-7913
Abstract: Racial biases, which harm marginalized and excluded communities, may be combatted by clarifying misconceptions about race during biology lessons. We developed a human genetics laboratory activity that challenges the misconception that race is biological (biological essentialism). We assessed the relationship between this activity and student outcomes using a survey of students' attitudes about biological essentialism and color-evasive ideology and a concept inventory about phylogeny and human diversity. Students in the human genetics laboratory activity showed a significant decrease in their acceptance of biological essentialism compared with a control group, but did not show changes in color-evasive ideology. Students in both groups exhibited increased knowledge in both areas of the concept inventory, but the gains were larger in the human genetics laboratory. In the second iteration of this activity, we found that only white students' decreases in biological essentialist beliefs were significant and the activity failed to decrease color-evasive ideologies for all students. Concept inventory gains were similar and significant for both white and non-white students in this iteration. Our findings underscore the effectiveness of addressing misconceptions about the biological origins of race and encourage more research on ways to effectively change damaging student attitudes about race in undergraduate genetics education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1439757
Database: ERIC
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  Data: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
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  Data: Racial biases, which harm marginalized and excluded communities, may be combatted by clarifying misconceptions about race during biology lessons. We developed a human genetics laboratory activity that challenges the misconception that race is biological (biological essentialism). We assessed the relationship between this activity and student outcomes using a survey of students' attitudes about biological essentialism and color-evasive ideology and a concept inventory about phylogeny and human diversity. Students in the human genetics laboratory activity showed a significant decrease in their acceptance of biological essentialism compared with a control group, but did not show changes in color-evasive ideology. Students in both groups exhibited increased knowledge in both areas of the concept inventory, but the gains were larger in the human genetics laboratory. In the second iteration of this activity, we found that only white students' decreases in biological essentialist beliefs were significant and the activity failed to decrease color-evasive ideologies for all students. Concept inventory gains were similar and significant for both white and non-white students in this iteration. Our findings underscore the effectiveness of addressing misconceptions about the biological origins of race and encourage more research on ways to effectively change damaging student attitudes about race in undergraduate genetics education.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Race
        Type: general
      – SubjectFull: Genetics
        Type: general
      – SubjectFull: Misconceptions
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Laboratory Experiments
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      – SubjectFull: Racism
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      – SubjectFull: Student Attitudes
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      – SubjectFull: White Students
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      – SubjectFull: Minority Group Students
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