Genetic literacy among college students: The best-case scenario

Introduction: While health and scientific literacy are commonly studied phenomena, fewer studies have explored genetic/genomic literacy (GL). GL is essential to creating a public and genomic workforce capable of maximizing program/technology usage and informed decision-making. The present study explores GL among majors and non-majors from two southwestern U.S. universities.

Methods: We used data from a web-based cross-sectional survey of genetic knowledge, attitudes, and behavioral intentions. Participants (N=2,576) were primarily young (M=23.4 years), Caucasian (66.3%), and female (64.8%). Univariate/bivariate/multivariate analyses were used to examine respondents' GL, assessed using a 6-item test. Five items were close-ended; item 6 required correct identification of 8 genetic disorders from a list of 37 health/psychological problems. Results: Most respondents had never taken genetics (82.2%) and were non-biology/genetics majors (81.1%). When analyzed by racial/ethnic groups, Whites' scored significantly higher on the GL test than Hispanics or “Other” (Χ²=94.517, p<.001, Φ= .192). Biology majors had significantly higher GL than non-majors (Χ²=403.068, p<.001, Φ= .397). However, 23.5% of majors and 58.5% of non-majors had low GL (scored “6 or less” of 13 points). Male majors (M= 8.8) had slightly higher, but not significant, mean scores than female majors (M= 8.6).

Conclusion/Implications for Practice: Overall, participants exhibited low-to-moderate GL, depending on exposure to biology/genetics curricula. Survey results indicate a need for comprehensive genetic/genomic education, even among those considered highly literate or health professionals-in-training. Further research is also needed to establish the GL necessary for public and professional competency.