Fig. 2

Percentage of New England general faculty (Gen Fac, white bars left), educators of prospective teachers (Edu, black bars center) and college students (Stu, white bars right) who consider one of the following statements to be consistent with Intelligent Design (ID): a ID is not scientific but has been proposed to counter evolution based on false claims; b ID is religious doctrine consistent with creationism; c no opinion; d ID is a scientific alternative to evolution and of equal scientific validity among scientists; and e ID is a scientific theory about the origin and evolution of life on Earth. Comparisons among groups: Chi-square = 50.836, df = 8, P ≤ 0.001; lowercase letters indicate sign test two-tail pair-wise comparisons P ≤ 0.05. Gen Fac, n = 244; Edu, n = 62; and Stu, n = 791