How Does an Evolution Instructor Revealing as Christian or Non-Religious Affect Biology Undergraduate Students and Their Perceptions of the Instructor?
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| Title: | How Does an Evolution Instructor Revealing as Christian or Non-Religious Affect Biology Undergraduate Students and Their Perceptions of the Instructor? |
|---|---|
| Language: | English |
| Authors: | Baylee A. Edwards (ORCID |
| Source: | Journal of Microbiology & Biology Education. 2025 26(2). |
| Availability: | American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1818659 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Biology, Science Teachers, Evolution, Christianity, Religious Factors, Teacher Characteristics, Undergraduate Students, Student Attitudes, Self Concept, Beliefs, Teacher Student Relationship, Sense of Belonging, Science Instruction |
| ISSN: | 1935-7877 1935-7885 |
| Abstract: | There is emerging evidence that Christian undergraduates can be stigmatized in undergraduate biology classrooms. This stigma seems to stem from the secular culture of biology and may be affected by instructor identity as most biology instructors are non-religious, but no studies have examined the impact of instructors revealing that they are religious. We used social identity theory to guide an investigation of student perceptions of an instructor candidate-for-hire revealing a Christian identity while teaching evolution. Students were randomly assigned to watch one of two lecture videos that differed only in whether the instructor actor revealed as Christian or non-religious. Students were then surveyed about their perceptions of the instructor's decision to reveal. We found that when students' Christian or non-religious identity aligned with the Christian or non-religious identity of the instructor, students perceived that the instructor revealing increased how approachable and inclusive she seemed. Identity alignment increased Christian and non-religious students' sense of belonging in the scientific community, but identity misalignment reduced belonging for some Christian students viewing a non-religious instructor and had no impact for most non-religious students viewing a Christian instructor. Many students, especially those whose identities aligned with the instructor, reported that the instructor revealing her identity normalized their perception of that identity in science. When an instructor revealed as Christian, most students did not feel as though their perceptions of instructor competence were affected, but many students thought the non-religious instructor's decision to reveal made her seem more competent. Our findings add to our understanding of how student-instructor identity alignment can affect the experiences of college students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481582 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1481582 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1481582 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: How Does an Evolution Instructor Revealing as Christian or Non-Religious Affect Biology Undergraduate Students and Their Perceptions of the Instructor? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Baylee+A%2E+Edwards%22">Baylee A. Edwards</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2851-4375">0000-0002-2851-4375</externalLink>)<br /><searchLink fieldCode="AR" term="%22Megan+K%2E+Barker%22">Megan K. Barker</searchLink><br /><searchLink fieldCode="AR" term="%22M%2E+Elizabeth+Barnes%22">M. Elizabeth Barnes</searchLink><br /><searchLink fieldCode="AR" term="%22Sara+E%2E+Brownell%22">Sara E. Brownell</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7441-8958">0000-0002-7441-8958</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2025 26(2). – Name: Avail Label: Availability Group: Avail Data: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 17 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: National Science Foundation (NSF) – Name: NumberContract Label: Contract Number Group: NumCntrct Data: 1818659 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Evolution%22">Evolution</searchLink><br /><searchLink fieldCode="DE" term="%22Christianity%22">Christianity</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Factors%22">Religious Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1935-7877<br />1935-7885 – Name: Abstract Label: Abstract Group: Ab Data: There is emerging evidence that Christian undergraduates can be stigmatized in undergraduate biology classrooms. This stigma seems to stem from the secular culture of biology and may be affected by instructor identity as most biology instructors are non-religious, but no studies have examined the impact of instructors revealing that they are religious. We used social identity theory to guide an investigation of student perceptions of an instructor candidate-for-hire revealing a Christian identity while teaching evolution. Students were randomly assigned to watch one of two lecture videos that differed only in whether the instructor actor revealed as Christian or non-religious. Students were then surveyed about their perceptions of the instructor's decision to reveal. We found that when students' Christian or non-religious identity aligned with the Christian or non-religious identity of the instructor, students perceived that the instructor revealing increased how approachable and inclusive she seemed. Identity alignment increased Christian and non-religious students' sense of belonging in the scientific community, but identity misalignment reduced belonging for some Christian students viewing a non-religious instructor and had no impact for most non-religious students viewing a Christian instructor. Many students, especially those whose identities aligned with the instructor, reported that the instructor revealing her identity normalized their perception of that identity in science. When an instructor revealed as Christian, most students did not feel as though their perceptions of instructor competence were affected, but many students thought the non-religious instructor's decision to reveal made her seem more competent. Our findings add to our understanding of how student-instructor identity alignment can affect the experiences of college students. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1481582 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1481582 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 17 Subjects: – SubjectFull: Biology Type: general – SubjectFull: Science Teachers Type: general – SubjectFull: Evolution Type: general – SubjectFull: Christianity Type: general – SubjectFull: Religious Factors Type: general – SubjectFull: Teacher Characteristics Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Self Concept Type: general – SubjectFull: Beliefs Type: general – SubjectFull: Teacher Student Relationship Type: general – SubjectFull: Sense of Belonging Type: general – SubjectFull: Science Instruction Type: general Titles: – TitleFull: How Does an Evolution Instructor Revealing as Christian or Non-Religious Affect Biology Undergraduate Students and Their Perceptions of the Instructor? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Baylee A. Edwards – PersonEntity: Name: NameFull: Megan K. Barker – PersonEntity: Name: NameFull: M. Elizabeth Barnes – PersonEntity: Name: NameFull: Sara E. Brownell IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1935-7877 – Type: issn-electronic Value: 1935-7885 Numbering: – Type: volume Value: 26 – Type: issue Value: 2 Titles: – TitleFull: Journal of Microbiology & Biology Education Type: main |
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