In the world of biology, there is a growing concern about how instructors' personal beliefs might influence students' views of them. This is particularly true in evolution classes, where the instructor's religious or non-religious stance can play a significant role.

Students who identify as Christian or non-religious may feel a sense of belonging when their instructor shares the same beliefs. This alignment can make the instructor seem more approachable and inclusive. However, when there is a mismatch between the student's and instructor's beliefs, some students might feel less connected to the scientific community.

A study looked into how students react when an instructor openly shares their Christian or non-religious identity. Students watched lectures where the instructor either revealed or did not reveal their religious beliefs. Afterward, they were asked about their perceptions.

The results showed that when students and instructors shared the same beliefs, students felt more at ease and included. This sense of belonging was stronger for Christian students with a Christian instructor and non-religious students with a non-religious instructor. Interestingly, non-religious students did not feel negatively impacted by a Christian instructor, but some Christian students felt less connected when the instructor was non-religious.

When an instructor revealed their Christian identity, students generally did not think it affected the instructor's competence. However, when an instructor revealed their non-religious identity, many students thought it made the instructor seem more competent. This finding is intriguing and raises questions about the biases students might have regarding religious beliefs in science.

The study highlights how important it is for instructors to be aware of how their personal beliefs might affect their students. It also shows that students might have different reactions based on their own beliefs and the instructor's identity. This is a complex issue that deserves more attention and discussion.

The Impact of Instructor Beliefs on Student Perceptions in Evolution Classes

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