Learned inequality: Racial labels in the biology curriculum can affect the development of racial prejudice
Learned inequality: Racial labels in the biology curriculum can affect the development of racial prejudice
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DOI：
10.1002/tea.21370
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发表时间：
2017-03-01
影响因子：
4.6
通讯作者：
Donovan, Brian M.
中科院分区：
文献类型：
--
作者：
Donovan, Brian M.
一个多世纪以来，种族不平等存在的基因论点一直被用来反对促进社会平等的政策。而且，在同一时期，美国生物学教科书反复讨论种族之间的基因差异。本实验测试生物课程中的种族术语是否会导致青少年对种族差异产生遗传信念，从而影响偏见。个别学生（N=135, 7-9年级）被随机分配到他们的教室中学习：(i)四个基于文本的课程，讨论骨骼结构的种族差异和遗传疾病的流行（种族状况）；或（ii）相同的课程，但没有种族术语（非种族条件）。在为期3个月的学习中，与非种族组相比，种族组的学生对种族间基因变异数量的认知明显增强。此外，与非种族条件下的人相比，种族条件下的人越来越相信，不同种族在智力上的差异是由遗传原因造成的。而且，与非种族组相比，种族组的学生对跨种族社交的兴趣明显降低，对减少教育中种族不平等的政策的支持程度也明显降低。这些发现表明生物教育如何维持种族不平等，反过来，人类遗传变异教育如何被设计来减少基于基因的种族主义。(C) 2016 Wiley期刊公司
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. (C) 2016 Wiley Periodicals, Inc.