Christian Student Experiences During Peer Interactions in Undergraduate Biology Courses

Increasingly, college courses have transitioned from traditional lecture to student-centered active learning, creating more opportunities for students to interact with each other in class. Recent studies have indicated that these increased interactions in active learning can create situations where students’ identities are more salient, which could result in novel challenges for students with marginalized identities. Christianity has been shown to be a marginalized identity in the context of undergraduate biology courses, but it is unknown whether Christian students experience challenges in their interactions with other students in class. The social psychology framework of concealable stigmatized identity (CSI) was used to explore the experiences of Christian students during peer interactions in undergraduate biology courses. Thirty students were interviewed, and most felt their religious identity was salient during peer interactions in biology. Students also reported that they have more opportunities to reveal their religious identity in courses that incorporate peer discussion than in courses that do not. Students claimed that revealing their religious identity to their peers could be beneficial because they could find other religious students in their courses, grow closer with their peers, and combat stereotypes about religious individuals in science. Though most students anticipated stigma, which caused some students to choose not to reveal their religious identities, comparatively few had experienced stigma during peer interactions in their college biology courses, and even fewer had experienced stigma from peers who knew they were religious. These findings indicate that it be may important to teach students how to be culturally competent to reduce Christian students’ anticipated and experienced stigma in active learning courses.