Race is a hot-button topic in American society, but one that needs to be addressed in the biological science curriculum. This paper examines how college students in a large introductory course came to understand race through the exploration of four key concepts about the nature of human biological and genetic variation. Using clicker data collected from four courses (n = 296), change in starting and ending understanding of content was compared using paired t-tests and mean difference scores. Results indicate statistically significant improvement in student understanding of common fallacies of the “biological race concept” after a single exposure to content.
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1 September 2017
Testing Common Misconceptions about the Nature of Human Racial Variation
Amelia R. Hubbard
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The American Biology Teacher
Vol. 79 • No. 7
September 2017
Vol. 79 • No. 7
September 2017
natural science
RACE
racism
social sciences