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A human genetics lab activity effectively reduced biological essentialism beliefs in students. However, it did not significantly alter color-evasive ideology, highlighting the need for further research in genetics education.

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Area of Science:

  • Biology Education
  • Genetics
  • Social Justice

Background:

  • Racial biases disproportionately affect marginalized communities.
  • Misconceptions about race, particularly biological essentialism, contribute to these biases.
  • Biology education can be a venue to address and correct these misconceptions.

Purpose of the Study:

  • To develop and assess a human genetics laboratory activity designed to challenge the misconception of race as biological (biological essentialism).
  • To evaluate the activity's impact on students' attitudes towards biological essentialism and color-evasive ideology.
  • To measure changes in students' knowledge of phylogeny and human diversity.

Main Methods:

  • Development of a human genetics laboratory activity.
  • Administration of pre- and post-activity surveys on biological essentialism and color-evasive ideology.
  • Assessment using a concept inventory focused on phylogeny and human diversity.
  • Comparison of outcomes between students participating in the activity and a control group.

Main Results:

  • Students in the genetics activity showed a significant decrease in biological essentialism beliefs compared to the control group.
  • No significant changes were observed in color-evasive ideology for the initial group.
  • Students in the activity demonstrated greater gains in knowledge of phylogeny and human diversity.
  • In a second iteration, only white students showed significant decreases in biological essentialism; the activity did not reduce color-evasive ideology for any student group.

Conclusions:

  • Addressing misconceptions about the biological origins of race in undergraduate genetics education can be effective in reducing biological essentialist beliefs.
  • The activity's impact on color-evasive ideology requires further investigation and refinement.
  • Further research is needed to develop effective strategies for changing damaging student attitudes about race within genetics education.