When people are exposed to information that leads them to overestimate the actual amount of genetic difference between racial groups, it can augment their racial biases. However, there is apparently no research that explores if the reverse is possible. Does teaching adolescents scientifically accurate information about genetic variation within and between US census races reduce their racial biases? We randomized 8th and 9th grade students (n = 166) into separate classrooms to learn for an entire week either about the topics of (a) human genetic variation or (b) climate variation. In a cross‐over randomized trial with clustering, we demonstrate that when students learn about genetic variation within and between racial groups it significantly changes their perceptions of human genetic variation, thereby causing a significant decrease in their scores on instruments assessing cognitive forms of prejudice. We then replicate these findings in two computer‐based randomized controlled trials, one with adults (n = 176) and another with biology students (n = 721, 9th–12th graders). These results indicate that teaching about human variation in the domain of genetics has potentially powerful effects on social cognition during adolescence. In turn, we argue that learning about the social and quantitative complexities of human genetic variation research could prepare students to become informed participants in a society where human genetics is invoked as a rationale in sociopolitical debates.

Recently, it has been argued that improving students' genomics literacy could prevent students from developing erroneous beliefs about social identity, such as the belief that racial groups differ cognitively and behaviorally because of their genes; a belief called genetic essentialism. To date, however, little research has explored if or how a conceptual understanding of genomics protects against the development of genetic essentialism. Using a randomized control trial (RCT) (N = 721, 9th–12th graders), we explore if students with more genomics literacy are more able to conceptually change their genetic essentialist beliefs after engaging in a learning experience designed to refute essentialist thinking. The results of the RCT demonstrated that students with higher genomics literacy (relative to those with lower genomics literacy) exhibited greater reductions in the perception of racial differences and greater reductions in belief in genetic essentialism after learning how patterns of human genetic variation refute genetic essentialism. These results suggest that genetics education can protect students from developing a belief in genetic essentialism when it provides them with opportunities to learn multifactorial genetics and population thinking in conjunction with how these concepts refute essentialist thinking.

Background: It is important for institutions of higher education to maintain academic integrity, both for students and the institutions themselves. Proctoring is one way of accomplishing this, and with the increasing popularity of online courses-along with the sudden shift to online education sparked by the COVID-19 pandemic-digital proctoring has seen an increase in use. However, there are privacy and bias concerns related to digital proctoring, so it is important to critically examine its role in higher education-when it should and should not be used, and how it is perceived among those who interact with it.

Mean scores for job satisfaction and mental and physical iUl health of preregistration house officers and senior house officers according to their system ofwork On call Partial Full rota shift shift (OCR) (PS) (FS) F ratio P value Difference* Preregistraion house officers n=178-9 n=4-6 n=7 Job satisfaction 72-06 56-75 75-57 3-08 < 0-05 Mental ill health 61-38 67-83 59-14 0-69 NS Physical ill health 33-73 43-67 29-009 3-16 < 0-05 PS > FS Senior house officers n=226-7 n=18 n=42-3 Jobsatisfaction 78-13 88-17 84-17 4 53 <0 05 PS>OCR Mentalillhealth

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