Whose Authority? Perceptions of Science Education in Black and Latino Churches
Recent scholarship argues that beliefs in biblical literalism might keep conservative Protestants out of STEM. Two of the groups that are most underrepresented in STEM, black Americans and Latinos, are also two of the most religious populations in the United States, and specifically overrepresented...
| Auteurs: | ; |
|---|---|
| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publié: |
[2018]
|
| Dans: |
Review of religious research
Année: 2018, Volume: 60, Numéro: 1, Pages: 49-70 |
| Sujets / Chaînes de mots-clés standardisés: | B
USA
/ Noirs
/ Latino-Américain
/ Sciences de la nature
/ Éducation (motif)
/ Foi
/ Autorité
|
| RelBib Classification: | AD Sociologie des religions CF Christianisme et science KBQ Amérique du Nord ZF Pédagogie |
| Accès en ligne: |
Volltext (Maison d'édition) Volltext (doi) |
| Résumé: | Recent scholarship argues that beliefs in biblical literalism might keep conservative Protestants out of STEM. Two of the groups that are most underrepresented in STEM, black Americans and Latinos, are also two of the most religious populations in the United States, and specifically overrepresented in theologically conservative Christian traditions. Yet, prior work also suggests that churches help promote positive educational outcomes. To interrogate the potential relationship between STEM educational aspirations and religious faith, we explore how black and Latino Christians perceive the potential impact of science education on religious faith. Analysis of 40 interviews reveals that both black Americans and Latinos have concerns about science teachers being biased. Yet, the groups differ in their assessment of the danger of anti-religious bias. Black Americans put confidence in the Christian community to incubate children from harm to their faith; therefore, they believe the effect of science education on religious faith is either neutral or positive. Latinos, however, raise concerns about the authority of science educators, rather than science curriculum. Overall, the results shift the conversation on conservative religion and science education from solely discussing content to exploring issues of bias and authority. |
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| ISSN: | 2211-4866 |
| Contient: | Enthalten in: Review of religious research
|
| Persistent identifiers: | DOI: 10.1007/s13644-017-0313-6 |
