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Table 1 Descriptive statistics of the general faculty and educators of prospective teachers sampled per New England state

From: Educators of Prospective Teachers Hesitate to Embrace Evolution Due to Deficient Understanding of Science/Evolution and High Religiosity

Statea

General facultyb

Educators of prospective teachersc

Contacted

Responders

Contacted

Responders

No.

F (%)

M (%)

No. (%)

F (%)

M (%)

% in respect to total faculty completing survey

No.

F (%)

M (%)

No. (%)

F (%)

M (%)

% in respect to total educators completing survey

Connecticut (CT)

Subtotal

159

73 (45.9)d

86 (54.1)d

38 (23.9)d

NA

NA

15.6e

107

52 (48.6)d

55 (51.4)d

12 (11.2)d

NA

NA

19.4e

Maine (ME)

Subtotal

142

65 (45.8)d

77 (54.2)d

38 (26.8)d

NA

NA

15.6e

64

37 (57.8)d

27 (42.2)d

6 (9.4)d

NA

NA

9.7e

Massachusetts (MA)

Subtotal

144

62 (43.1)d

82 (56.9)d

34 (23.6)d

NA

NA

14.0e

54

35 (64.8)d

19 (35.2)d

6 (11.1)d

NA

NA

9.7e

New Hampshire (NH)

Subtotal

215

89 (41.4)d

126 (58.6)d

50 (23.3)d

NA

NA

20.4e

61

44 (72.1)d

17 (27.9)d

10 (16.4)d

NA

NA

16.1e

Rhode Island (RI)

Subtotal

178

77 (43.3)d

101 (56.7)d

41 (23.0)d

NA

NA

16.8e

153

101 (66.0)d

52 (34.0)d

11 (7.2)d

NA

NA

17.7e

Vermont (VT)

Subtotal

154

74 (48.1)d

80 (51.9)d

43 (27.9)d

NA

NA

17.6e

67

42 (62.7)d

25 (37.3)d

10 (14.9)d

NA

NA

16.1e

Un-identified state

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

7

NA

NA

11.3e

Grand totals

992

440 (44.4)f

552 (55.6)f

244 (24.6)f

90 (36.9)e

154 (63.1)e

 

506

311 (61.5)f

195 (38.5)f

62 (12.3)f

37 (59.7)e

25 (40.3)e

 
  1. aData per state corresponds to 35 academic institutions (17 colleges, 18 universities) widely distributed geographically in New England; in each state, two public secular, two private secular and two religious colleges and/or universities were selected, except for Maine where only one religious institution was identified; for state-by-state institutional details see Table S1
  2. bGeneral faculty was contacted according to two criteria: first, members of the biology departments, or equivalent, of each institution (regardless of sex), who are usually highly educated in evolution; and second, a similar number of nonbiology faculty, across all disciplines, who were selected randomly (sex ratio, 1:1). The nonbiologists corresponded to random selection of faculty from 40 different disciplines; for details about their fields of expertise see Table S1
  3. cEducators of prospective teachers were contacted according to three criteria: first, full-time employees affiliated with one or multiple education departments, their subdivisions, programs and subprograms, or equivalents; second, individuals responsible for teaching students enrolled in education programs who plan to become educators themselves; and third, educators affiliated with as many education subfields sponsored by their institutions, of which we identified 32 specializations; for details see Table S1
  4. dPercentage estimated in respect to subtotal number of general faculty or educators of prospective teachers contacted per state
  5. ePercentage estimated in respect to total number of general faculty (n = 244) or educators of prospective teachers (n = 62) who responded to the survey
  6. fPercentage estimated in respect to total number of general faculty (n = 992) or educators of prospective teachers (n = 506) contacted to participate in the survey