African American and Black individuals are significantly underrepresented in the field of evolutionary biology. This study employed a qualitative research design to explore how Black and African American undergraduates think about careers and career decision-making influences in relation to evolutionary biology. The study was guided by the following research questions: What do Black and African American undergraduates identify as influencing their career choices, including those relating to evolutionary biology? What roles, if any, do family, representation, and religion play in shaping students’ perceptions of career compatibility? How do students envision their own belonging in relation to science careers and institutions? Virtual semi-structured interviews (~ one hour each) were conducted with 51 Black and African American undergraduates (26% of the population during the study period) enrolled at a large public university in the Northeast United States. Participants were enrolled in or had completed an introductory evolution-focused biology course. Interviews were transcribed, coded, and analyzed thematically. Coding revealed heterogeneous responses across a complex set of interrelated themes including career compatibility, career knowledge, and family influence. Some participants highlighted the racist history of evolutionary biology, the underrepresentation of people of color, and their uncertainty about belonging and professional acceptance—undermining their sense of career fit. Religion influenced career compatibility for some, but not all, participants, as perceived conflicts between religious beliefs and evolutionary principles reduced openness to evolution-related careers. Most participants expressed interest in evolutionary content, including human evolution but uncertainty about what evolution-focused careers entail. Although few viewed evolutionary biology as a viable career, those who did, reported connections with medicine. Finally, many participants described how discussing evolution with their families was challenging due to strong religious beliefs that were viewed as incompatible with evolutionary theory, and most believed that their family members lacked sufficient knowledge about evolution careers to offer meaningful support or encouragement. Our findings underscore the need for more inclusive, accessible, and culturally responsive approaches to evolutionary biology career guidance and motivate a series of recommendations for biology faculty and institutions.
Montañez et al. (Sat,) studied this question.