Nindiana Choirunisa, Siti Zubaidah, Hendra Susanto
Introduction: genetic determinism and essentialism are scientifically rejected beliefs that may propagate inequity in several aspects of life. Objective: this study aims to systematically explore the narrative constructs of students’ genetic determinism and genetic essentialism concerning biological attributes, social standing, and career advancement; explore the impact of students’ beliefs in genetic determinism and essentialism on their perceptions of social discrimination and current policy; and explore students’ understanding of genomic variety as a potential way to mitigate prejudice caused by genetic determinism and genetic essentialism. Method: narrative data were collected from 408 students in Indonesia using an open-ended questionnaire and subsequently analyzed using theme analysis. Results: the study’s findings indicate that students frequently use a determinism and essentialism framework to explain variations in traits, social position, and professions, often ignoring the complex nature of gene environment interactions and resulting in racial behaviours. The narrative is intimately associated with issues of discrimination in employment, education, and healthcare sectors. While students generally acknowledge the concept of genomic variety, which may reduce beliefs in genetic determinism and essentialism, concrete efforts are still required to enhance its significance. Conclusions: this study concludes that a persistent and incorrect understanding of genetics is present among students, requiring the reinforcement of the concept of genomic variation as a basis for enhancing genomics literacy in genetics education, which can ultimately mitigate stigma and social inequality. © 2025, AG Editor (Argentina). All rights reserved.
State University of Malang, Department of Biology, Malang, Indonesia
