On a lengthy bus ride in the early 1970s, University of Chicago geneticist Richard Lewontin passed the time by doing some novel math.
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Using available data, he computed how protein differences [were] mapped across people around the globe. Contrary to what scientists assumed at the time, he found that most differences existed in every population—meaning the underlying genetic variation was shared across humanity, not sorted by geographic region or prevailing “racial” categories.
Lewontin published his calculations in a short paper in 1972 that ended with this definitive conclusion: “Since … racial classification is now seen to be of virtually no genetic or taxonomic significance either, no justification can be offered for its continuance.”
But despite huge strides in genetics research—leaving no doubt about the validity of Lewontin’s conclusions—genetics curricula taught in U.S. secondary and post-secondary schools still largely reflect a pre-1970s view.
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Increasingly, genomics plays a leading role in health care, criminal justice, and our sense of identity and connection to others. At the same time, scientific racism is on the rise, reaching more people than ever thanks to social media. Outdated education fails to dispel this disinformation.
From the basic genetics taught in K–12 schools to university courses, biology curricula desperately need an overhaul.
