Perceptions of Science Education Among African American and White Evangelicals: A Texas Case Study
Evangelicals have been highlighted at the intersections of religion, science, and education, yet little is known about how evangelicals perceive public science education and how these perceptions compare across racial lines. Here we analyze how African American and white evangelicals view science ed...
| Authors: | ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Sage Publications
[2015]
|
| In: |
Review of religious research
Year: 2015, Volume: 57, Issue: 1, Pages: 131-148 |
| Standardized Subjects / Keyword chains: | B
Texas
/ Evangelical movement
/ Race
/ Public school
/ Natural sciences
|
| RelBib Classification: | AD Sociology of religion; religious policy CF Christianity and Science KBQ North America KDG Free church ZF Education |
| Further subjects: | B
Education
B Race B Science B Evangelicals |
| Online Access: |
Presumably Free Access Volltext (Verlag) Volltext (doi) |
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| 520 | |a Evangelicals have been highlighted at the intersections of religion, science, and education, yet little is known about how evangelicals perceive public science education and how these perceptions compare across racial lines. Here we analyze how African American and white evangelicals view science education through 40 in-depth interviews collected from two evangelical congregations in Texas. Without raising the topic of evolution, we find that African American leaders, white leaders, and white laity engaged in faith-based, evolution-contesting discourse, but African American laity rarely framed science education in faith-based ways. For them, science education was often linked to educational resources or was distant from their lived experiences. Our findings clarify disjuncture and overlap among African American and white evangelicals by exploring perceptions that challenge and affirm the public institution of science education in different ways. Our conclusion stresses the need to examine perceptions of science and education among religious subgroups differentiated along social and historical lines. | ||
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