Gendered genetics: How reading about the genetic basis of sex differences in biology textbooks could affect beliefs associated with science gender disparities

Donovan, Brian M.; Stuhlsatz, Molly A. M.; Edelson, Daniel C.; Buck Bracey, Zoë E.

doi:10.1002/sce.21502

Cited by 60Science Education and PedagogyCareer Development and DiversityScience Education and Perceptions

Gendered genetics: How reading about the genetic basis of sex differences in biology textbooks could affect beliefs associated with science gender disparities

Donovan, Brian M., Stuhlsatz, Molly A. M., Edelson, Daniel C., Buck Bracey, Zoë E.·2019·Science Education

DOI 10.1002/sce.21502

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Abstract

Abstract The belief that men and women differ in science ability because of genetics contributes to gender disparities in science, technology, engineering, and math (STEM) in complex ways. In this field experiment, we explored how the content of the genetics curriculum affected beliefs about science ability through its impact on a social–cognitive bias known as neurogenetic essentialism. Students ( n = 460, 8th–10th grade) were randomized to read a genetics text that (a) explained plant sex differences, (b) explained human sex differences, or (c) refuted neurogenetic essentialism. After reading, students in the two genetics of sex conditions had significantly greater belief in neurogenetic essentialism and the innate basis of science ability compared with students who read the text that refuted neurogenetic essentialism. Structural equation modeling (SEM) of the experimental data demonstrated that the effect of the readings on the belief that science ability is innate was mediated by neurogenetic essentialism and this indirect effect was significant for girls but not boys. In turn, the belief that science ability is innate predicted lower future interest in STEM for girls, but not for boys. These findings suggest that learning about human genetic difference is not a socially neutral endeavor. Implications for mitigating gender disparities in STEM are discussed.

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Repeated exposition to gender-biased messages through textbooks can lead to the development of sexist attitudes among students.
“Repeated exposition to gender-biased messages through textbooks can lead to the development of sexist attitudes among students (Donovan et al., 2019; Lee, 2014; Sunderland et al., 2000).”
From The influence of school textbooks on the configuration of gender identity: A study on the unequal representation of women and men in the school discourse during the Spanish democracy (2022) · cites this paper as Donovan et al., 2019

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Authors: Donovan, B. M., Stuhlsatz, M. A. M., Edelson, D. C., & Buck Bracey, Z. E.
Affiliations: BSCS Science Learning (US)
BSCS Science Learning Colorado Springs Colorado
Corresponding author: Donovan, Brian M.
ORCID: Donovan, Brian M.
Stuhlsatz, Molly A. M.
Edelson, Daniel C.
Venue: Science Education
Publisher: Wiley
Published: 2019-02-18
Volume: 103
Issue: 4
Pages: 719-749
ISSN: 0036-8326 (ISSN-L)
1098-237X
DOI: 10.1002/sce.21502
OpenAlex: W2915553570
Cited by: 60
References: 85
Citations by year: 2026: 10 · 2025: 5 · 2024: 8 · 2023: 7 · 2022: 9 · 2021: 10 · 2020: 10 · 2019: 1
FWCI: 20.25
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Science Education (publishedVersion)
Topics: Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Safety Research › Career Development and Diversity
Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
Keywords: gender gap in STEM, genetics curriculum, biology textbooks, gender stereotypes, STEM interest, junior high school students

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Gendered genetics: How reading about the genetic basis of sex differences in biology textbooks could affect beliefs associated with science gender disparities

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