Predicting Position on Teaching Creationism (Instead of Evolution) in Public Schools

Abstract

The federal government has repeatedly denied the introduction of creationism into public schools as it is a direct violation of the separation of church and state. Little is known about those who would opt to eliminate evolution in scientific curriculum altogether. The authors examined this more extreme anti-evolution perspective in a nationally representative sample of U.S. adults ( N = 2,000). A binary logistic regression model involving 11 relevant predictors revealed that the most important predictor of support for the teaching of creationism-only education in public schools was low educational attainment, which yielded a stronger magnitude of effect than did belief in God or importance of religion. Results are interpreted and discussed in the context of implications for educational policy and science curriculum in public schools.

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