Great Is Their Sin

Graves, Jr. Joseph L.

doi:10.1177/0002716215586558

Cited by 35 publications

(13 citation statements)

References 95 publications

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“…Indeed, one might point to the long history of genetically justified racial bias in education (e.g., Jensen, 1969) as a reason for why it is not wise to discuss genetic differences between races in school biology. Yet, history is filled with scientists who challenged racism by pointing out the genetic flaws in racialist beliefs (e.g., Beckwith, 2009;Feldman & Lewontin, 1975;Gould, 1996;Graves, 2015;Lewontin, 1972;Livingstone & Dobzhansky, 1962). Those scientists have argued that accurate understandings of genetic variation undermine the apparent validity of prejudiced beliefs (Jackson & Depew, 2017).…”

Section: The Humane Genetics Education Hypothesismentioning

confidence: 99%

“…Although some gene variants are unique to a single group (7.53%; Rosenberg, 2011), on average none of those unique variants are possessed by >1.65% of any population (Rosenberg, 2011). Furthermore, on average, the amount of genetic difference between geographic groups of humans is about seven times less than the genetic differences between populations of chimpanzees (Becquet, Patterson, Stone, Przeworski, & Reich, 2007) and about 14 times less than the genetic differences between populations of White-tailed deer (Graves, 2015). The relatively small genetic differentiation between human groups is a product of the finding that the majority of variants within the human genome are found in two or more continental groups of humans (Rosenberg, 2011).…”

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confidence: 99%

“…But, if you compare the skin color of White New Yorkers wintering in Florida to those who winter in New York, there will be a considerable difference in skin color between the groups that has no genetic basis (Feldman & Lewontin, 1975). To claim that racial disparities in education are caused by genetic differences between races on the basis of heritability statistics that are derived within populations, as Jensen (1969) did, is at best a conceptual error (Feldman & Lewontin, 1975), and at worst, an ideological distortion of scientific knowledge (Donovan, 2015a;Graves, 2015;Lewontin, 1996) that is not supported by contemporary population genetic theory on polygenic trait variation (Rosenberg, Edge, Pritchard, & Feldman, 2018). 1 Altogether, these findings demonstrate that it is incorrect to think that stereotypes are true because individuals of the same race are genetically uniform and people of different races are genetically discrete.…”

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confidence: 99%

“…Data can be found on p. 665 [Color figure can be viewed at wileyonlinelibrary.com] 1 Since the 1930s, population geneticists and anthropologists have argued that cognitive and behavioral traits are malleable because genes produce different trait expressions in different environments due to gene × environment interactions (Boas, 1928;Dobzhansky, 1937). Modern research has shown that such traits are shaped through gene × environment interactions, epigenetics, environment, and chance (Caspi & Moffitt, 2006;Enoch, 2012;Graves, 2015;Haberstick et al, 2014;Keller, 2014;MacMahon, 1968;Okbay et al, 2016). Moreover, genome-wide association studies have established that only 0.01-0.035% of the variability in educational attainment is associated with any single gene variant (23andMe Research Team et al, 2018;Okbay et al, 2016).…”

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confidence: 99%

“…This misinformation has been promulgated by individuals who have a racially biased social agenda (Beckwith, 2013;Lewontin, 1996). Such individuals try to convince other people that racial stereotypes are caused by genetics because they want to mislead people into thinking that racial inequality is natural and therefore not worthy of redress (Graves, 2015;Morning, 2011;Smedley & Smedley, 2005). People who have been misled may then use stereotypes as a way to make sense of the social world around them, further reinforcing the false idea that racial inequality is genetic (Jost, Banaji, & Nosek, 2004;Morin-Chassé, Suhay, & Jayaratne, 2017).…”

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Toward a more humane genetics education: Learning about the social and quantitative complexities of human genetic variation research could reduce racial bias in adolescent and adult populations

Donovan

Semmens

Keck³

et al. 2019

Science Education

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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.

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Section: The Humane Genetics Education Hypothesismentioning

confidence: 99%

mentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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Toward a more humane genetics education: Learning about the social and quantitative complexities of human genetic variation research could reduce racial bias in adolescent and adult populations

Donovan

Semmens

Keck³

et al. 2019

Science Education

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Determinism, Biological

Moses¹

2018

The International Encyclopedia of Anthropology

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Though the vast majority of anthropologists and biologists reject biological determinism today, the biologically deterministic ideologies continue to influence the way many general publics think about such issues as race and behavior, gender, and sexuality, and also influences some biomedical thinking and practice. This entry explores the themes of race and behavior and of race and biomedical thinking and practice as they relate to biological determinism. It also looks at anthropological research to understand the interplay between, on the one hand, the fact that certain groups believe in biological determinism and others do not and, on the other hand, the impact that biological determinism has had in the past and continues to have on subordinated groups' lives today. The entry suggests, for example, that to eliminate those disparities in health and in other areas—such as education, the social justice system, and wealth accumulation—anthropological researchers will need to adopt a more nuanced understanding of the relationship between biology and culture.

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Rethinking the undergraduate textbook as a tool to build a diverse community of ecologists

Richards,

Charton,

McFarlane

et al. 2024

Frontiers in Ecol & Environ

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Recruitment and retention of a diverse scientific workforce depends on a more inclusive culture of science. Textbooks introduce prospective scientists to their chosen field and convey its cultural norms. We use ecology textbook data spanning two decades and document little change in representation of scientists during that time. Despite decades of multifaceted efforts to increase diversity in ecology, 91% of founders/innovators and 76% of working scientists introduced in textbooks were white men, poorly matching the demographics of scientists currently publishing in ecology. Textbook images depicted white men working as scientists, while women and people of color were frequently shown as nonscientists. Moreover, textbooks lack discussion of how science and society shape each other. Pathways to increase retention and sense of belonging for individuals from historically excluded groups include updating textbooks to accurately represent the scientists active in the field, contextualizing historical constraints on participation, and revealing how culture shapes scientific investigations.

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Great Is Their Sin

Cited by 35 publications

References 95 publications

Toward a more humane genetics education: Learning about the social and quantitative complexities of human genetic variation research could reduce racial bias in adolescent and adult populations

Toward a more humane genetics education: Learning about the social and quantitative complexities of human genetic variation research could reduce racial bias in adolescent and adult populations

Determinism, Biological

Rethinking the undergraduate textbook as a tool to build a diverse community of ecologists

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