Education and public attitudes toward science: Implications for the “Deficit Model” of education and support for science and technology

  • Hee-Je B
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Abstract

Objective. By critically examining the deficit model, this research attempts to grasp the multifaceted relationships between education and public attitudes toward science. Methods. It analyzes a series of nationwide surveys of public attitudes toward science conducted over a decade. Results. First, respondents' levels of education and levels of scientific knowledge make independent contributions to public attitudes toward science. Second, college (and postgraduate) majors have very weak effects on public attitudes toward science. Third, education is a much weaker predictor of public attitudes toward controversial scientific research, compared to its strong influence on science in general. Conclusions. Although education may indeed enhance public support for science in general, it may not help much to reduce tensions around politicized, controversial scientific research. For scientific controversies, gender might be a more important variable than education. [ABSTRACT FROM AUTHOR] Copyright of Social Science Quarterly (Blackwell Publishing Limited) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Author-supplied keywords

  • ATTITUDE (Psychology)
  • EDUCATION
  • RESEARCH
  • SOCIAL surveys
  • STUDENTS
  • UNIVERSITIES & colleges

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Authors

  • Bak Hee-Je

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