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.

Superfund risk assessments and the resulting soil arsenic (As) cleanup levels selected for mining sites are currently based on the toxicity of soluble As in drinking water. However, Anaconda soils and house dusts contain less soluble smelter-related As phases, consisting primarily of metal−arsenic oxides and phosphates. If accidentally ingested, As bioaccessibility is restricted by the sparingly soluble nature of As-bearing phases, the prevalence of authigenic carbonate and silicate rinds, the kinetic hindrance to dissolution, and the inaccessibility of encapsulated As. These limitations to As disolution explain the lower bioavailability factors observed for Anaconda As-bearing soils.

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One quarter of Americans self-identify as evangelical and a strong majority of these reject humaninduced climate change. Can one lecture on climate science from a Christian perspective change their minds? Here, we examine the response of undergraduates at three evangelical institutions, located in upper state New York, Texas, and Canada, to a recorded lecture by an evangelical climate scientist. Pre/post-test surveys posed six questions from the Global Warming's Six Americas instrument with additional questions on participants' political and theological perspectives. All populations showed significant pre/post-test gains on almost every question, immediately after the intervention, with gains among the most conservative population being as large as the others. A one-month delayed postsurvey showed that gains were still significant relative to pre-test values for most of the questions. Furthermore, gains did not decrease when the Christian frame was removed, except on one item related to Christian responsibility. These results suggest that even a limited exposure to accurate information can change minds, and that the context in which the information is presented (here, the evangelical college and faculty sponsor) may be more important than the content frame.

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