Recognizing Compatibility, but Hesitant about In-Class Discussion: Nonreligious Biology Graduate Teaching Assistant Perceptions of the Relationship between Religion and Evolution

Perceived conflict between religion and evolution drives evolution rejection among religious undergraduate biology students. Though most biology undergraduates at secular institutions are religious, the majority of biology graduate students and faculty are nonreligious. Thus, nonreligious instructor perceptions of religion and its relationship with evolution may impact how they teach evolution, and ultimately their students' evolution acceptance. We interviewed 35 nonreligious biology graduate teaching assistants (TAs) across the United States to investigate their perceptions of the relationship between religion and evolution and to discuss that relationship in class. We found that most TAs did not perceive inherent conflict between religion and evolution. However, TAs had mixed opinions about whether helping students accept evolution was part of their job and how discussing religion and evolution in class might impact students. While some thought these discussions could promote inclusion and improve student evolution education outcomes, others worried these discussions could exclude students. Many TAs also expressed negative ideas about religion that could affect their willingness and ability to discuss religion and evolution effectively. It may therefore be important for biology graduate teaching assistants to intentionally emphasize compatibility between religion and evolution, rather than discuss their personal views, to improve student evolution education outcomes.