Identifying (Mis)conceptions About Genetic Information: Perspectives of Current and Future Teachers and Psychologists

ABSTRACT

Rapid advances in genomics may soon enable low‐cost predictions of children's academic potential. To ensure this knowledge is used responsibly in educational settings, stakeholders require sound genetic literacy. This study assessed genetic knowledge, perceived heritability, and genetic attitudes in preservice teachers ( n  = 236; 83% female), practicing educators ( n  = 247; 93% female), and psychology students ( n  = 225; 87% female). Participants completed the International Genetic Literacy and Attitudes Survey (iGLAS), including a 20‐item genetic knowledge test, 0–100 heritability judgments on 17 traits, and attitude items. Average genetic knowledge was below the 70% (14/20) benchmark indicating ‘good’ knowledge ( M  = 12.67, SD = 3.19). Trait heritability was both underestimated and overestimated relative to empirical estimates, though few differences were observed between groups. Higher genetic knowledge was associated with greater openness to genetic applications for medical treatment and research, but not with personalized education or trait enhancement.