Abstract
The current study explores variables related to public acceptance of evolution in the United States by state. Data on acceptance of evolution, religiosity, science, technology, engineering, and mathematics (STEM) degree attainment, educational attainment, high school dropout rate, average teacher salary, and gross domestic product (GDP) per capita were analyzed for the 50 states. Employing secondary data analysis, bivariate correlations were used to investigate the relationship between US acceptance of evolution and each variable. As predicted, there was a strong negative correlation between acceptance of evolution and religiosity and a strong positive relationship between acceptance and science degrees awarded, bachelor degree attainment, advanced degree attainment, average teacher salary, and GDP per capita. Several implications for evolution education and acceptance are discussed.
Highlights
The current study explores variables related to public acceptance of evolution in the United States by state
We explored the correlation between acceptance of evolution and religiosity, STEM degrees awarded, educational attainment, high school dropout rate, average teacher salary, and gross domestic product (GDP) per capita
Our analysis revealed that with the exception of high school diploma and dropout rate all variables were significantly correlated with evolution acceptance
Summary
The current study explores variables related to public acceptance of evolution in the United States by state. Low levels of evolution understanding and acceptance may have a negative effect on scientific developments and support for science by society (Miller et al 2006). Acceptance of biological evolution may directly influence developments and understanding of the science associated with agriculture. Acceptance of Recently, researchers have explored the variables related to acceptance of evolution on a global level (Heddy & Nadelson, 2012). Religiosity is negatively associated with evolution acceptance while school-life expectancy, science literacy, and GDP per capita are positively related to acceptance. The US maintains a low level of acceptance of evolution and high school-life expectancy and GDP per capita
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