Using Culturally Relevant Pedagogy to Reconsider the Genetics Canon

Abstract

In this article, we explore culturally relevant pedagogy (CRP) to work toward alleviating persistent underrepresentation in STEM fields of oppressed minorities. We argue that biology instructors can practice agency, or the capacity to act in ways that undermine opportunity gaps that lead to underrepresentation, by developing themselves into culturally relevant pedagogues who are committed to underrepresented minority (URM) students' learning and career success, who demonstrate cultural competence, and who develop a sociopolitical consciousness regarding the culturally laden nature of their discipline. We then explore Gregor Mendel's story to demonstrate the culturally laden nature of the history of science as well as the nature of our current curricular canon. The article concludes with a postulated alternative method to genetics education in a general biology course that reflects the culturally laden nature of our genetics knowledge, as well as our current understanding of inheritance.

Antiracist Opportunities in the Journal of Microbiology and Biology Education : Considerations for Diversity, Equity, and Inclusion

“…To further advance these efforts, we need to deepen our theoretical understandings related to DEI and ground our interventions and work in those theories. Some JMBE authors have already begun unpacking complex critical and social theories in recent years (see references 17 , 24 , 28 , 29 , and 38 as examples).…”

“…The authors appropriately postulate that this observation may be due to STEM climate, inclusivity, or cultural incongruence; however, the media shifted the narrative to blame girls for their internal lack of interest in STEM ( 65 ). This is problematic because the culture of science is exclusive in explicit and subtle ways, and these observations should not be blamed on the subjugated, as several JMBE authors have discussed ( 2 , 16 , 20 , 38 , 61 ). While this is a secondary source error and easier to dismiss as “not the scientists’ problem,” our community, from individual contributors to journals, should be cognizant of perpetuating subjugation in primary literature as well.…”

“…Some of these changes include tracking the representation of Black microbiologists and calling for work that “impacts the Black community” ( 1 ). Additionally, Asai ( 2 ) and Sparks et al ( 38 ) situate the need for faculty and curricular development in a sociohistorical context. These are important considerations.…”

“… Consider the many intersections of identities that exist beyond race or ethnicity ( 26 ). Develop the capacity for supporting multifaceted identities such as “Black female scientists” and “Latinx queer scientists” who continue to experience hardships beyond their White, male, or heterosexual counterparts ( 24 , 38 , 39 ; for more information on intersectionality, see references 98 and 99 ). Never pressure a person of color to educate others using their trauma and/or experiences ( 100 ).…”

Common host variation drives malaria parasite fitness in healthy human red cells

“…These kinds of hypotheses (Williams, 2006; Goheen et al ., 2016; Kanias et al ., 2017; Ma et al ., 2018) are based on well-known examples of balanced disease alleles, but our data suggest that these examples are exceptions rather than the rule. It is important to recognize that, at least in biology classes, the use of racially-based genetic examples increases the belief that genes encode absolute, functional differences between races (Donovan, 2017; Sparks, Baldwin and Darner, 2020). This perspective neglects the fact that >90% of genetic differences among humans occur within populations, rather than across them (Rosenberg, 2011).…”