Scholarlink

<p>Genetic essentialism is a social-cognitive prejudice involving the belief that people of the same race share genes that make them behaviorally, physically, and cognitively uniform and also genetically distinct from other other races, despite the fact that race and ethnicity are socially constructed categories that lack any biological basis. It can be exacerbated by a basic, Mendelian-based genetics and biology education. To combat this phenomenon, the Humane Genomics Literacy (HGL) curriculum was developed and has been highly effective in both increasing students’ understanding of genetics and reducing students’ belief in genetic essentialism. In this article, we focus on how to teach the HGL curriculum in the classroom. We carefully describe the original HGL curriculum in terms of content and the unique pedagogical practices that the curriculum includes. Next, we discuss how to adapt the curriculum for the university classroom. In doing so, we allow readers to see inside the HGL curriculum for the first time and to gain a better understanding of how each instructional support and each conceptual understanding are built from lesson to lesson. We aim to provide a guide for genetics educators who are interested in using HGL in their own university classrooms.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Developing and Teaching Curriculum to Reduce Genetic Essentialism in University Classrooms

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月16日

查看全文
  • Kathryn Fiuza Malerbi,
  • Andrew Brubaker,
  • Monica Weindling,
  • Katherine N. Thompson,
  • Christine Miriam Habib,
  • Yeongmi Jeong,
  • Brian M. Donovan,
  • Robbee Wedow

摘要

Genetic essentialism is a social-cognitive prejudice involving the belief that people of the same race share genes that make them behaviorally, physically, and cognitively uniform and also genetically distinct from other other races, despite the fact that race and ethnicity are socially constructed categories that lack any biological basis. It can be exacerbated by a basic, Mendelian-based genetics and biology education. To combat this phenomenon, the Humane Genomics Literacy (HGL) curriculum was developed and has been highly effective in both increasing students’ understanding of genetics and reducing students’ belief in genetic essentialism. In this article, we focus on how to teach the HGL curriculum in the classroom. We carefully describe the original HGL curriculum in terms of content and the unique pedagogical practices that the curriculum includes. Next, we discuss how to adapt the curriculum for the university classroom. In doing so, we allow readers to see inside the HGL curriculum for the first time and to gain a better understanding of how each instructional support and each conceptual understanding are built from lesson to lesson. We aim to provide a guide for genetics educators who are interested in using HGL in their own university classrooms.