Assessing evolutionary theory knowledge performance among Brazilian undergraduates: exploring political and religious affiliation differences and gender, ethnicity, and socioeconomic inequalities

Evolutionary Theory (ET) is a central framework in the biological sciences, guiding understanding across diverse fields. Despite its foundational importance, knowledge and acceptance of ET remain uneven, often influenced by socioeconomic and cultural factors. Misconceptions about ET have been widely documented and are frequently linked to students’ backgrounds, including their political views, gender, race/ethnicity, and economic status. Socioeconomic disparities, particularly within culturally and politically polarized societies, can shape students’ perceptions and understanding of scientific concepts, potentially leading to gaps in scientific literacy. We investigate how these factors relate to ET knowledge among Brazilian undergraduates, aiming to highlight the role of social characteristics in shaping science education outcomes. Our survey of 812 undergraduates revealed significant correlations between ET knowledge and each assessed variable. Students identifying as men achieved higher scores than students identifying as women, and White students outperformed Black and Brown students. Political orientation also influenced performance, with left-leaning students scoring higher than those on the right. Family income positively correlated with ET knowledge, with students from wealthier backgrounds achieving better scores. Regarding religious affiliation, Christian students obtained lower scores when compared to other religious affiliations. Gender, ethnicity, political orientation, religious affiliation, and family income are significant predictors of ET knowledge among Brazilian undergraduates, underscoring the role of socioeconomic disparities in scientific understanding. Marginalized groups may face educational barriers that impact their comprehension of core scientific concepts like ET. Addressing these disparities through culturally inclusive teaching strategies could foster more equitable learning settings. By prioritizing inclusive educational approaches, institutions can support diverse learners in achieving greater scientific literacy, which is essential for informed decision-making and active participation in societal and environmental issues.