How Can We Teach Evolution to Religious Students Who May Be Resistant?

Barnes and Brownell’s studies indicate that listening to religious students, giving them a chance to talk about their worries, and accepting discussions about religion in the biology classroom can make a difference both in religious students’ sense of belonging in STEM and their acceptance of evolution. Policies that allow open discussions rather than insisting that religion does not belong in a science classroom in any way may make a difference and bring more students into the STEM world.