Student Perceptions on the Value of an Ideologically Aware Curriculum
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| Title: | Student Perceptions on the Value of an Ideologically Aware Curriculum |
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| Language: | English |
| Authors: | Ryan D. P. Dunk, Paula E. Adams, Abby E. Beatty, Cissy J. Ballen |
| Source: | CBE - Life Sciences Education. 2025 24(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: | 14 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Undergraduate Education (DUE) National Science Foundation (NSF), Research Coordination Networks in Undergraduate Biology Education (RCN-UBE) |
| Contract Number: | 2120934 1919654 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Biology, College Science, Student Attitudes, Science and Society, Gender Differences, Majors (Students) |
| Geographic Terms: | Alabama, California, Ohio, Georgia, Massachusetts, North Carolina, Michigan, Texas, Virginia |
| DOI: | 10.1187/cbe.24-05-0149 |
| ISSN: | 1931-7913 |
| Abstract: | Recent efforts to make undergraduate biology more inclusive include developing content that explores how human values and priorities impact science, and previous work documents how instructors value an "ideologically aware" biology curriculum that highlights these themes. Here, we surveyed a national sample of undergraduate students in biology classes to explore student perceptions of Ideological Awareness via a mixed-methods investigation. Through quantitative analyses, we found that women students, transgender or gender nonconforming students, and students majoring in biology or another science field were more likely to support the inclusion of Ideological Awareness in the biology classroom. We used expectancy value theory to guide our qualitative interpretations of student survey responses. Specifically, students' expectancy of success and the intrinsic value they attach to ideologically aware content influenced their overall acceptance and advocacy for its integration into the curriculum. Students reported valuing Ideological Awareness because it can increase awareness and decrease biases. The most frequently cited cost was the potential for Ideological Awareness to elicit negative emotions. We compared results with similar or identical questions on a national survey distributed to biology instructors, which showed general alignment between students and instructors. These results support the incorporation of Ideological Awareness in biology education, emphasizing the need for more research on the implementation of inclusive content to address potential challenges. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482655 |
| Database: | ERIC |
| Abstract: | Recent efforts to make undergraduate biology more inclusive include developing content that explores how human values and priorities impact science, and previous work documents how instructors value an "ideologically aware" biology curriculum that highlights these themes. Here, we surveyed a national sample of undergraduate students in biology classes to explore student perceptions of Ideological Awareness via a mixed-methods investigation. Through quantitative analyses, we found that women students, transgender or gender nonconforming students, and students majoring in biology or another science field were more likely to support the inclusion of Ideological Awareness in the biology classroom. We used expectancy value theory to guide our qualitative interpretations of student survey responses. Specifically, students' expectancy of success and the intrinsic value they attach to ideologically aware content influenced their overall acceptance and advocacy for its integration into the curriculum. Students reported valuing Ideological Awareness because it can increase awareness and decrease biases. The most frequently cited cost was the potential for Ideological Awareness to elicit negative emotions. We compared results with similar or identical questions on a national survey distributed to biology instructors, which showed general alignment between students and instructors. These results support the incorporation of Ideological Awareness in biology education, emphasizing the need for more research on the implementation of inclusive content to address potential challenges. |
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| ISSN: | 1931-7913 |
| DOI: | 10.1187/cbe.24-05-0149 |
