Learned Inequality: Racial Labels in the Biology Curriculum Can Affect the Development of Racial Prejudice

Autor/in	Donovan, Brian M.
Titel	Learned Inequality: Racial Labels in the Biology Curriculum Can Affect the Development of Racial Prejudice
Quelle	In: Journal of Research in Science Teaching, 54 (2017) 3, S.379-411 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21370
Schlagwörter	Racial Bias; Labeling (of Persons); Science Curriculum; Biology; Racial Attitudes; Genetics; Textbooks; Textbook Content; Racial Differences; Middle School Students; Student Attitudes; Vocabulary; Educational Experiments; Comparative Analysis; Beliefs; Attitude Change; Intelligence; Racial Relations; Equal Education; Grade 7; Grade 8; Grade 9 + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Labeling-Ansatz; Biologie; Rassenfrage; Humangenetik; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Rassenunterschied; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Wortschatz; Schulversuch; Belief; Glaube; Attitudinal change; Einstellungsänderung; Intelligenz; Klugheit; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	For over a century, genetic arguments for the existence of racial inequality have been used to oppose policies that promote social equality. And, over that same time period, American biology textbooks have repeatedly discussed genetic differences between races. This experiment tests whether racial terminology in the biology curriculum causes adolescents to develop genetic beliefs about racial difference, thereby affecting prejudice. Individual students (N = 135, grades 7-9) were randomly assigned within their classrooms to learn either from: (i) four text-based lessons discussing racial differences in skeletal structure and the prevalence of genetic disease (racial condition); or (ii) an identical curriculum lacking racial terminology (nonracial condition). Over 3-months that coincided with this learning, students in the racial condition grew significantly more in their perception of the amount of genetic variation between races relative to students in the nonracial condition. Furthermore, those in the racial condition grew in their belief that races differ in intelligence for genetic reasons significantly more than those in the nonracial condition. And, compared to the nonracial condition, students in the racial condition became significantly less interested in socializing across racial lines and less supportive of policies that reduce racial inequality in education. These findings show how biology education sustains racial inequality, and conversely, how human genetic variation education could be designed to reduce genetically based racism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01