Reclaiming Race as a Topic of the U.S. Biology Textbook Curriculum

Science Education

Volumn 99, Issue 6, 2015, Pages 1092-1117

  Donovan, Brian M ^a  

^a STANFORD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84944274687     PISSN: 00368326     EISSN: 1098237X     Source Type: Journal    
DOI: 10.1002/sce.21173     Document Type: Article

References (104)

1. Apple, M. (1993). The politics of official knowledge: Does a national curriculum make sense? The Teachers College Record, 95(2), 222-241.
2. Bastian, B., & Haslam, N. (2006). Psychological essentialism and stereotype endorsement. Journal of Experimental Social Psychology, 42(2), 228-235.
3. Beckwith, J. (2013). The persistent influence of failed scientific ideas. In S. Krimsky & J. Gruber (Eds.), Genetic explanations: Sense and nonsense (pp. 173-185). Cambridge, MA: Harvard University Press.
4. Biological Sciences Curriculum Study (1968). Biological science: An inquiry into life (2nd ed). Boulder, CO: Harcourt, Brace & World.
5. Bransford, J., & Donovan, M. S. (2005). Scientific inquiry and how people learn. In How People Learn in the Science Classroom: A Targeted Report for Teachers. Washington, DC: National Research Council. pp. 397-419.
6. Braun, L. (2002). Race, ethnicity, and health: Can genetics explain disparities? Perspectives in Biology and Medicine, 45(2), 159-174.
7. Braasch, J. L. G., Goldman, S. R., & Wiley, J. (2013). The influences of text and reader characteristics on learning from refutations in science texts. Journal of Educational Psychology, 105(3), 561.
8. Brueckner, H., Morning, A., & Nelson, A. (2005). The expression of biological concepts of race. Presented at Annual Meeting of the American Sociological Association, Philadelphia, PA.
9. Caspi, A., & Moffitt, T. E. (2006). Gene-environment interactions in psychiatry: Joining forces with neuroscience. Nature Reviews Neuroscience, 7(7), 583-590.
10. Castéra, J., Sarapuu, T., & Clément, P. (2013). Comparison of French and Estonian students' conceptions in genetic determinism of human behaviours. Journal of Biological Education, 47(1), 12-20.
11. Chao, M. M., Hong, Y., & Chiu, C. (2013). Essentializing race: Its implications on racial categorization. Journal of Personality and Social Psychology, 104(4), 619-634.
12. Condit, C., Parrott, R., Bates, B., Bevan, J., & Achter, P. (2004). Exploration of the impact of messages about genes and race on lay attitudes. Clinical Genetics, 66, 402-408.
13. Coop, G., Eisen, M. B., Nielsen, R., Przeworski, M. & Rosenberg, N. (2014, August 8). Letters: "A Troublesome Inheritance." The New York Times. Retrieved September 8, 2014, from http://www.nytimes.com/2014/08/10/books/review/letters-a-troublesome-inheritance.html.
14. Dar-Nimrod, I., & Heine, S. J. (2011). Genetic essentialism: On the deceptive determinism of DNA. Psychological Bulletin, 137(5), 800-818.
15. DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.
16. Diesendruck, G., Goldfein-Elbaz, R., Rhodes, M., Gelman, S., & Neumark, N. (2013). Cross-cultural differences in children's beliefs about the objectivity of social categories. Child Development, 84(6), 1906-1917.
17. Donovan, B. M. (2014). Playing with fire? The impact of the hidden curriculum in school genetics on essentialist conceptions of race. Journal of Research in Science Teaching, 51(4), 462-496.
18. Donovan, B. M. (2015). Putting humanity back into the teaching of human biology. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences. Advance online publication. doi.org/10.1016/j.shpsc.2015.01.011
19. Doron, C. O. (2012). Race and genealogy: Buffon and the formation of the concept of "race". Humana Mente Journal of Philosophical Studies, 22, 75-109.
20. Edwards, A. W. F. (2003). Human genetic diversity: Lewontin's fallacy. BioEssays, 25(8), 798-801.
21. Ereshefsky, M. (2010). What's wrong with the new biological essentialism. Philosophy of Science, 77(5), 674-685.
22. Evans, E. M., Spiegel, A. N., Gram, W., Frazier, B. N., Tare, M., Thompson, S., et al. (2010). A conceptual guide to natural history museum visitors' understanding of evolution. Journal of Research in Science Teaching, 47(3), 326-353.
23. Farish, D. J. (1984). Introduction to biology: A human perspective. Portola Valley, CA: Jones and Bartlett.
24. Feldman, M. W. (2010). The biology of ancestry: DNA, genomic variation, and race. In H. R. Markus & P. M. L. Moya (Eds.), Doing race: 21 Essays for the 21st century (Vol. 21, pp. 136-159). New York, NY: W. W. Norton.
25. Flynn, J. R. (1999). Searching for justice: The discovery of IQ gains over time. American Psychologist, 54(1), 5-20.
26. Foster, M. W. (2009). Looking for race in all the wrong places: Analyzing the lack of productivity in the ongoing debate about race and genetics. Human Genetics, 126(3), 355-362.
27. Gelman, S. A. (2004). Psychological essentialism in children. Trends in Cognitive Sciences, 8(9), 404-409.
28. Gil-White, F. J. (2001). Are ethnic groups biological "species" to the human brain? Essentialism in our cognition of some social categories. Current Anthropology, 42(4), 515-553.
29. Glasgow, J., Shulman, J. L. & Covarrubias, E. G. (2009). The ordinary conception of race in the United States and its relation to racial attitudes: A new approach. Journal of Cognition and Culture, 9, 15-38.
30. Goodman, A. H. (2000). Why genes don't count (for racial differences in health). American Journal of Public Health, 90(11), 1699-1702.
31. Gould, S. J. (1996). The mismeasure of man. New York, NY: WW Norton.
32. Guzetti, B. J., Synder, T. E., Glass, G. V., & Gamas, W. S. (1993). Meta-analyis of instructional interventions from reading education and science education to promote conceptual change in science. Reading Research Quarterly, 28, 116-161.
33. Hacking, I. (2005). Why race still matters. Daedalus, 134(1), 102-116.
34. Hardimon, M. O. (2012). The idea of a scientific concept of race. Journal of Philosophical Research, 37, 249-282.
35. Haslam, N., Rothschild, L., & Ernst, D. (2000). Essentialist beliefs about social categories. British Journal of Social Psychology, 39(1), 113-127.
36. Haslam, N., Rothschild, L., & Ernst, D. (2002). Are essentialist beliefs associated with prejudice? British Journal of Social Psychology, 41(1), 87-100.
37. Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Working Paper Series des Rates für Sozialund Wirtschaftsdaten. No. 139.
38. Herrnstein, R. J., & Murray, C. A. (1996). The bell curve: Intelligence and class structure in American life. New York, NY: Free Press.
39. Hirschfeld, L. A. (1998). Race in the making: Cognition, culture, and the child's construction of human kinds. Cambridge, MA: The MIT Press.
40. Hirschfeld, L. A. (2012). Seven myths of race and the young child. Du Bois Review: Social Science Research on Race, 9(01), 17-39.
41. Hudson, N. (1996). From" nation" to" race": The origin of racial classification in eighteenth-century thought. Eighteenth-Century Studies, 29(3), 247-264.
42. Jayaratne, T. E., Ybarra, O., Sheldon, J. P., Brown, T. N., Feldbaum, M., Pfeffer, C. A., et al. (2006). White Americans' genetic lay theories of race differences and sexual orientation: Their relationship with prejudice toward Blacks, and gay men and lesbians. Group Processes & Intergroup Relations, 9(1), 77-94.
43. Kaplan, J. M., & Winther, R. G. (2013). Prisoners of abstraction? The theory and measure of genetic variation, and the very concept of "race." Biological Theory 7(4), 401-412.
44. Kaplan, J. M., & Winther, R. G. (2014). Realism, antirealism, and conventionalism about race. Philosophy of Science 81, 1039-1052.
45. Keller, J. (2005). In genes we trust: The biological component of psychological essentialism and its relationship to mechanisms of motivated social cognition. Journal of Personality and Social Psychology 88(4), 686-702.
46. Kitcher, P. (2001). Science, truth, and democracy. Oxford, England: Oxford University Press.
47. Kleingeld, P. (2007). Kant's second thoughts on race. The Philosophical Quarterly, 57(229), 573-592.
48. Kloser, M. (2013). Exploring high school biology students' engagement with more and less epistemologically considerate texts. Journal of Research in Science Teaching, 50(10), 1232-1257.
49. Ladouceur, R. P. (2007). Ella Thea Smith and the lost history of American high school biology textbooks. Journal of the History of Biology, 41, 435-471.
50. Lee, C. (2009). "Race" and "ethnicity" in biomedical research: How do scientists construct and explain differences in health? Social Science & Medicine 68(6), 1183-1190.
51. Lee, S., Mountain, J., Koenig, B., Altman, R., Brown, M., Camarillo, A., et al. (2008). The ethics of characterizing difference: Guiding principles on using racial categories in human genetics. Genome Biology, 9(7), 404.
52. Lee, S. S., Mountain, J., & Koenig, B. A. (2001). Meanings of race in the new genomics: Implications for health disparities research. Yale Journal of Health Policy, Law, and Ethics, 1, 33-75.
53. Levin, F. S., & Lindbeck, J. S. (1979). An analysis of selected biology textbooks for the treatment of controversial issues and biosocial problems. Journal of Research in Science Teaching, 16(3), 199-203.
54. Lewontin, R. C. (1972). The apportionment of human diversity. Evolutionary Biology, 6(381), r398.
55. Lewontin, R. C. (1974). Annotation: The analysis of variance and the analysis of causes. American Journal of Human Genetics, 26(3), 400-411.
56. Lieberman, L. (1997). Gender and the deconstruction of the race concept. American Anthropologist, 99(3), 545-588.
57. Lieberman, L., Hampton, R. E., Littlefield, A., & Hallead, G. (1992). Race in biology and anthropology: A study of college texts and professors. Journal of Research in Science Teaching, 29(3), 301-321.
58. Longino, H. E. (2013). Studying human behavior: How scientists investigate aggression and sexuality. Chicago: University of Chicago Press.
59. Markus, H., & Moya, P. M. L. (2011). Doing race: 21 essays for the 21st century. New York: WW Norton.
60. Mertens, T. R., Hendrix, J. R., & Henriksen, L. W. (1979). Biology teachers: genetics educational needs and related values stances. Journal of Heredity, 70(3), 161-165.
61. Mayr, E. (1982). The growth of biological thought: Diversity, evolution, and inheritance. Cambridge, MA: Belknap Press.
62. Mayr, E. (2002). The biology of race and the concept of equality. Daedalus 131(1), 89-94.
63. Medin, D. L., & Atran, S. (2004). The native mind: Biological categorization and reasoning in development and across cultures. Psychological Review 111(4), 960-983.
64. Medin, D. L., & Ortony, A. (1989). Psychological essentialism. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 179-195). New York: Cambridge University Press.
65. Millar, R. (2006). Twenty first century science: Insights from the design and implementation of a scientific literacy approach in school science. International Journal of Science Education, 28(13), 1499-1521.
66. Morning, A. (2008). Reconstructing race in science and society: Biology textbooks, 1952-2002. American Journal of Sociology, 114, 106-137.
67. Morning, A. (2009). Toward a sociology of racial conceptualization for the 21st century. Social Forces, 87(3), 1167-1192.
68. Morning, A. J. (2011). The nature of race: How scientists think and teach about human difference. London, England: University of California Press.
69. National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
70. Nelkin, D., & Lindee, M. S. (1995). The DNA mystique. New York: WH Freeman.
71. Next Generation Science Standards (2013). Retrieved September 9, 2014, from www.nextgenscience.org/next-generation-science-standards.
72. No, S., Hong, Y., Liao, H. Y., Lee, K., Wood, D., & Chao, M. M. (2008). Lay theory of race affects and moderates Asian Americans' responses toward American culture. Journal of Personality and Social Psychology, 95(4), 991-1004.
73. Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224-240.
74. Opfer, J. E., Nehm, R. H., & Ha, M. (2012). Cognitive foundations for science assessment design: Knowing what students know about evolution. Journal of Research in Science Teaching, 49(6), 744-777.
75. Pauker, K., Ambady, N., & Apfelbaum, E. P. (2010). Race salience and essentialist thinking in racial stereotype development. Child Development, 81(6), 1799-1813.
76. Pearson, P. D., Hansen, J., & Gordon, C. (1979). The effect of background knowledge on young children's comprehension of explicit and implicit information. Journal of Literacy Research, 11(3), 201-209.
77. Phelan, J. C., Link, B. G., & Feldman, N. M. (2013). The genomic revolution and beliefs about essential racial differences a backdoor to eugenics? American Sociological Review, 78(2), 167-191.
78. Prentice, D. A., & Miller, D. T. (2007). Psychological essentialism of human categories. Current Directions in Psychological Science, 16(4), 202-206.
79. Puig, B., & Jiménez-Aleixandre, M. P. (2011). Different music to the same score: Teaching about genes, environment, and human performances. In T. D. Sadler (Ed.), Socio-scientific issues in the classroom (Vol. 39, pp. 201-238). Dordrecht, the Netherlands: Springer.
80. Rachul, C., Ouellette, C., & Caulfield, T. (2010). Tracing the use and source of racial terminology in representations of genetic research. Genetics in Medicine, 13(4), 314-319.
81. Rangel, U., & Keller, J. (2011). Essentialism goes social: Belief in social determinism as a component of psychological essentialism. Journal of Personality and Social Psychology, 100(6), 1056-1078.
82. Relethford, J. H. (2002). Apportionment of global human genetic diversity based on craniometrics and skin color. American Journal of Physical Anthropology, 118(4), 393-398.
83. Rhodes, M., & Gelman, S. A. (2009). A developmental examination of the conceptual structure of animal, artifact, and human social categories across two cultural contexts. Cognitive Psychology, 59(3), 244-274.
84. Rhodes, M., Leslie, S. J., & Tworek, C. M. (2012). Cultural transmission of social essentialism. Proceedings of the National Academy of Sciences, 109(34), 13526-13531.
85. Ritchie, J. W. (1941). Biology and human affairs. Yonkers-On-Hudson, NY: World Book.
86. Rosenberg, N. A. (2011). A population-genetic perspective on the similarities and differences among worldwide human populations. Human Biology, 83(6), 659-684.
87. Rosenberg, N. A., Pritchard, J. K., Weber, J. L., Cann, H. M., Kidd, K. K., Zhivotovsky, L. A., et al. (2002). Genetic structure of human populations. Science, 298(5602), 2381-2385.
88. Rosenthal, D. B. (1984). Social issues in high school biology textbooks: 1963-1983. Journal of Research in Science Teaching, 21(8), 819-831.
89. Rudolph, J. L. (2002). Scientists in the classroom: The cold war reconstruction of American science education. New York, NY: Palgrave Macmillan.
90. Shtulman, A., & Schulz, L. (2008). The relation between essentialist beliefs and evolutionary reasoning. Cognitive Science: A Multidisciplinary Journal, 32(6), 1049-1062.
91. Skoog, G. (2005). The coverage of human evolution in high school biology textbooks in the 20th century and in current state science standards. Science & Education, 14, 395-422.
92. Smedley, A., & Smedley, B. D. (2005). Race as biology is fiction, racism as a social problem is real: Anthropological and historical perspectives on the social construction of race. American Psychologist, 60(1), 16-26.
93. Spencer, Q. (2012). What "biological racial realism" should mean. Philosophical Studies, 159(2), 181-204.
94. Stuurman, S. (2000). Francois Bernier and the invention of racial classification. History Workshop Journal, 2000, 1-21.
95. Swarts, F. A., Roger Anderson, O., & Swetz, F. J. (1994). Evolution in secondary school biology textbooks of the PRC, the USA, and the latter stages of the USSR. Journal of Research in Science Teaching, 31(5), 475-505.
96. Wade, N. (2014). A troublesome inheritance: Genes, race and human history. Melbourne, Australia: Penguin Press.
97. Welch, W. W. (1979). Twenty years of science curriculum development: A look back. Review of Research in Education, 7, 282-306.
98. Williams, M. J., & Eberhardt, J. L. (2008). Biological conceptions of race and the motivation to cross racial boundaries. Journal of Personality and Social Psychology, 94(6), 1033-1047.
99. Willinsky, J. (1998). Learning to divide the world: Education at empire's end. Minneapolis, MN: University Of Minnesota Press.
100. Winther, R. G. (2014). The genetic reification of" race"?: A story of two mathematical methods. Critical Philosophy of Race, 2(2), 204-223.
101. Wolf, E. R., Kahn, J. S., Roseberry, W., & Wallerstein, I. (1994). Perilous ideas: Race, culture, people [and comments and reply]. Current Anthropology, 35(1), 1-12.
102. Yager, R. E. (1983). The importance of terminology in teaching K-12 science. Journal of Research in Science Teaching, 20(6), 577-588.
103. Yager, R. E. (1992). Viewpoint: What we did not learn from the 60 s about science curriculum reform. Journal of Research in Science Teaching, 29(8), 905-910.
104. Zeidler, D. L., Sadler, T. D., Berson, D. M. J., & Fogelman, A. L. (2002). Bad science and its social implications. The Educational Forum, 66, 134-146.