ArticleCBE life sciences education2021
Teaching the Tough Topics: Fostering Ideological Awareness through the Inclusion of Societally Impactful Topics in Introductory Biology.
Article in CBE life sciences education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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Who cites it
13 citing papers in PubMed.
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- Student Perceptions on the Value of an Ideologically Aware Curriculum.CBE life sciences education · 2025Article
- The Role of Faculty in Cultivating Thriving Campus STEM Ecosystems.CBE life sciences education · 2025Article
- A framework for training graduate students and campus communities in inclusive teaching.Journal of microbiology & biology education · 2024Article
- A Model for Emotional Intelligence in Biology Education Research.CBE life sciences education · 2024Article
- "It's been a Process": A Multiple Case Study of Biology Instructor Efforts to Reform their Sex and Gender Curriculum to be More Inclusive of Students with Queer Genders and Intersex Students.CBE life sciences education · 2024Article
- University Biology Classrooms as Spaces for Anti-racist Work: Instructor Motivations for Incorporating Race, Racism, and Racial Equity Content.CBE life sciences education · 2024Article
- Challenging Misconceptions about Race in Undergraduate Genetics.CBE life sciences education · 2024Article
- Students' perceptions of social issues in biology courses.Journal of microbiology & biology education · 2024Article
- Teaching at the intersection of science and society: An activity on healthcare disparities.Biology methods & protocols · 2024Article
- Biology Instructors See Value in Discussing Controversial Topics but Fear Personal and Professional Consequences.CBE life sciences education · 2023Article
- A Novel Undergraduate Seminar Course Celebrating Scientific Contributions by Scientists from Historically Marginalized Communities.Journal of microbiology & biology education · 2022Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
While science has profound social impacts, we often teach biology as removed from societally debated issues. Here, we address this gap in biology education through the implementation of novel materials that promote ideological awareness (IA). Using mixed-method analyses, we explore students' perceptions of the relationship between science and society, as well as their attitudes toward and knowledge of IA in biology. We found students that received the IA curriculum reported relationships between science and society that aligned with the IA activities, such as providing solutions to societal problems and combating misinformation. Additionally, we discovered a preference for IA materials over a traditional curriculum, with persons excluded because of their ethnicity and race (PEERs) reporting greater approval than non-PEERs. Although we found that the IA curriculum did not result in significant gains in science identity, engagement in biology, or science community values, we did find that students gained awareness of IA topics through a task in which they named as many scientists as possible. Specifically, IA students displayed a 300% increase in the frequency of named scientists from minoritized backgrounds compared with the traditionally taught students. We encourage instructors to incorporate IA materials into their curricula as we move toward more diverse, equitable, and inclusive teaching practices.
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