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1 September 2017 Teaching Race (Bioculturally) Matters: A Visual Approach for College Biology Courses
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Abstract

Race and racism are considered standard subject matter in introductory college courses in the social sciences, but remain relatively absent in biological science courses (Donovan, 2015; Morning, 2011). Given a resurgence of biologically deterministic racial science (e.g., Risch et al., 2002; Shiao et al., 2012) and ongoing racial tensions in the United States, it is imperative that biology professors actively engage students in introductory and upper-level courses. This paper presents a tested approach used in an introductory natural science course (for undergraduate, non-science majors) at a mid-sized regional university. A biocultural focus is advocated for teaching about the fallacies (i.e., biological race concept) and realities of race (i.e., racism) (e.g., see Gravlee, 2009; Thompson, 2006). Further, an emphasis is placed on using a visual approach for relaying these complex and sensitive topics.

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Amelia R. Hubbard "Teaching Race (Bioculturally) Matters: A Visual Approach for College Biology Courses," The American Biology Teacher 79(7), 516-524, (1 September 2017). https://doi.org/10.1525/abt.2017.79.7.516
Published: 1 September 2017
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