Evolution Education from Campus to Home

Abstract

Returning to student experiences, Chap. 7 details a thematic analysis of student social perspectives and educational histories regarding evolution. Working us toward a richer description of what the normative case of American evolution education might look like, I present both a muted but also tension-filled picture, along with some odd extremes. Students describe educational histories where more than half recall evolution being omitted, or discussed in one class or less during the entirety of their K-12 education. When it was discussed, students recall teachers specially qualifying the topic as something only to be learned for the state test, with some schools sending permission slips home before the evolution lesson. Creationist students describe their experience at feeling “closeted,” in that they feel they cannot discuss their actual thoughts regarding evolution. Non-Creationist students discuss the impact of what they describe as “very religious people,” those they feel have issue with evolution in the curriculum.

From this, I connect the discourse of campus outreach to the politics within schools. Student’s histories are illustrated by sharing the views about evolution held by going back to their communities and interviewing their past science teachers. Reading across teacher experiences, in some cases current evolution educational practices are at best barely getting the job done, and at worst likely in violation of established law. Additionally, I explore the evangelical Christian homeschooling movement in an interview with one student’s past homeschool science teacher. In summary comment, from demographic information collected from students, teachers, and college faculty, the relationship between receptivity toward evolution and political affiliation is discussed.