This project will study the aspects of genetics instruction that affect students' beliefs in neurogenetic essentialism, which is implicated in lowering girls' sense of STEM abilities, feeling of belonging in STEM classes, and interest in pursuing further education in STEM fields. The goal of the project is to answer important questions about how to teach genetics at the high school level in a manner that is scientifically accurate but does not have these detrimental side effects.
About Me (Bio):
Catherine Riegle-Crumb, PhD, is Professor of STEM Education at the University of Texas at Austin. She received her PhD in Sociology from the University of Chicago. Her research focuses on gender and racial systems of inequality in STEM and other fields.