Ideological awareness in practice: perspectives from experienced introductory biology instructors

Ideological biases influence how we perceive, conduct, and teach science, yet traditional science education often neglects inherent sociocultural dimensions of scientific knowledge. Ideological awareness as pedagogy remedies this by acknowledging and accepting ideological influences, enabling students to make these connections and challenge prevailing worldviews. Given recent legislation in the United States that has prohibited instructors from teaching ‘divisive concepts’ in higher education, it is valuable to understand biology instructors’ perspectives on teaching about ideological influences on science, their motivation and value behind this practice, and how they integrate ideological awareness in science education. Participants in the current study included biology instructors across the United States who implemented ideologically aware modules within their courses. Through a mixed-method analysis of questionnaire and interview responses, we found the educators strongly valued the content and were intrinsically motivated to implement modules featuring ideologically aware topics. Instructors reported that identifying and addressing prevalent ideological influences has implications for future scientists and citizens. However, they believed additional opportunities for reflection, interaction, and collaboration among faculty are necessary to facilitate implementation. We conclude with recommendations for pedagogical change based on their insights and advice for instructors.