The Importance of Using Cultural Competence When Teaching Evolution

As classrooms are becoming more diverse, teaching practices should become more inclusive toward all groups. Cultural competence, the shaping of lectures to be more inclusive toward different cultures’ beliefs, has become a more common practice in many university classrooms, yet it is routinely ignored when teaching evolution to religious students (Barnes & Brownell, 2017). This negligence can cause religious students to perceive the biology community as hostile and develop an even greater conflict between religion and evolution, but there are teaching practices that can decrease this perceived conflict (Barnes & Brownell, 2017).

Hostility of Biology Professors Toward Religion

Biology and religion have historically been at odds with each other, and despite their dualistic nature, continue to be perceived as incompatible by some biology professors and religious students (Rissler et al., 2014; Pew Research Center, 2009). There have been reports by religious students that biology professors approach the topic of religion on a scale: some ignore the topic all-together, while others call religion a fairy tale and state that religious people are dumb or unwilling to accept facts. Both of these situations can cause discomfort in students since the omission of and animosity toward religion may cause religious students to feel alienated from the rest of their peers.

Consequences of Personal Definition of “Evolution”

Evolution is among the most controversial scientific teachings and, depending on a person’s belief system, can hold one of several definitions: atheistic, agnostic, deistic, theistic, and varying forms of creationism. The scientific definition of evolution is actually agnostic in nature, yet many religious students believe that scientists advocate for an atheistic definition (Wiles & Alters, 2011). If this misconception is not corrected, the students may face more challenges accepting evolution. To make religious students feel less of a conflict between their religious beliefs and the scientific teachings, professors could make clear that the true definition of evolution allows one to decide the extent to which a god is/is not involved (Truong et al., 2018).

Stereotypes of Christians in Biology

In a recent study we conducted about Christian students in biology graduate programs, we found that these students perceived there to be a stereotype against Christians as anti-science, biblical literalists, and idiots. Even though most didn’t identify with these stereotypes – in fact, some would try to distance themselves – the stigma placed on Christianity made these students anxious about revealing their religious identity, some saying that they felt less included in the biology community. To combat this, it is important for instructors to use culturally competent language when talking about religion or evolution, as well as avoid making jokes at the expense of religious people.

Religious Representation in Biology

Even though historically, religion has been in conflict with science, this trend need not continue. Several of the students we interviewed in a recent study states that religious biologists are a great way to bridge the gap between the scientific and religious populations in the U.S. as they understand the internal conflicts many religious people hold and can navigate the discussion about how belief in God is compatible with the theory of evolution. It gives religious students a better sense of belonging if instructors show examples of accomplished religious scientists as models of how one can be both religious and a scientist (Holt, et al., 2018).

References

• Barnes, M. E., & Brownell, S. E. (2017). A call to use cultural competence when teaching evolution to religious college students: Introducing Religious Cultural Competence in Evolution Education (ReCCEE). CBE– Life Sciences Education, 16(4), es4. doi:10.1187/cbe.17-04-0062
  
• Holt, E.A., Ogden, T.H. & Durham, S.L. (2018). The positive effect of role models in evolution instruction. Evolution: Education and Outreach, 11, 11.
  
• Rissler, L.J., Duncan, S.I. & Caruso, N.M. (2014). The relative importance of religion and education on university students’ views of evolution in the Deep South and state science standards across the United States. Evolution: Education and Outreach, 7, 24.
  
• Truong, J. M., Barnes, M. E., & Brownell, S. E. (2018). Can Six Minutes of Culturally Competent Evolution Education Reduce Students' Level of Perceived Conflict Between Evolution and Religion?. The American Biology Teacher, 80(2), 106-115
  
• Wiles, J.R. & Alters, B. (2011). Effects of an educational experience incorporating an inventory of factors potentially influencing student acceptance of biological evolution. International Journal of Science Education, 33, 2559–2585.

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Post Author:
Samantha Maas
Samantha Maas is a sophomore majoring in Biological Sciences and minoring in Public Service and Policy. She is an undergraduate researcher in the Biology Education Research Lab with Dr. Sara Brownell, and has presented posters at several conferences about the experiences of Christians in biology. After she graduates, Sam wants to go to law school to pursue a career in environmental law.