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Making Evolutionists and Creationists: the Causes and Consequences of Evolution Education in Tennessee, 2009-2012

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Making Evolutionists and Creationists: the Causes and Consequences of Evolution Education in Tennessee, 2009-2012 Making Evolutionists and Creationists: The Causes and Consequences of Evolution Education in Tennessee, 2009-2012 By Michael Robert Kohut Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt University In partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Anthropology August. 2016 Nashville, Tennessee Approved: Norbert O. Ross, Ph.D. Tiffiny A. Tung, Ph.D. Edward F. Fischer, Ph.D. Rogers P. Hall, Ph.D. To my wonderful spouse Lauren, who believed in me when I had given up and To my son Darwin, who doesn’t know a life in which his dad isn’t working on his dissertation ii ACKNOWLEDGEMENTS This dissertation would not have been possible without research grants from the National Science Foundation and a writing grant and mentorship from the Spencer Foundation. Crucial support came also from the Department of Anthropology at Vanderbilt University during the final year of writing, which enabled me to complete the task. In particular, I want to acknowledge the efforts of Tiffiny Tung in securing for me a fellowship that enabled me to move back to Nashville and focus on writing my dissertation. I am grateful to everyone who have contributed their time to help carry out this research, including the many fellow graduate students who helped me to complete interviews with students: Jeffrey Shenton, Werner Hertzog, Monte Talley, Danielle Kurin, Jonathan Attridge, Beck Conway, Lauren Stavish, John Saba and Kathryn DeTore. Furthermore, the willingness of people throughout Tennessee to talk to me was, of course, absolutely essential to its completion. I thank the participating school districts, the office staff and teachers who spent extra time on busy school days to make sure that the interviews could be done. I also thank the pastors and people in the pews at the countless churches I attended during the course of this research. No one has given more time and support than members of my family. Though they did not understand what I was doing with my life for the past decade, both of my parents have nevertheless encouraged me to keep working at it. More notably, my spouse Lauren, who has been very much aware of my doings, having been there through all of the highs and lows of the journey, has been even more encouraging. When I met her I was about to give up on graduate school. Her energy, optimism, brilliance and love inspires me always to do more and do better. I want to thank the graduate writing group in the Anthropology Department for helping me to stay on task during the writing process, setting goals and keeping me accountable to them. I can only hope to find such encouragement and advice in the future as I continue in my career. Finally, I have to acknowledge the support of my advisor Norbert Ross for encouraging me to pursue this project, and for taking the time to help me develop it at each step along the way. His help in securing initial funding and providing feedback on grant proposals was invaluable. iii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ......................................................................................................................... iii LIST OF TABLES ..................................................................................................................................... viii LIST OF FIGURES ..................................................................................................................................... ix Introduction ................................................................................................................................................... 1 Introduction to the Field ............................................................................................................................ 2 Introduction to the Project ........................................................................................................................ 5 Anthropological Significance ................................................................................................................... 7 The Idealist Frame and its Problems ....................................................................................................... 10 Overview of Dissertation ........................................................................................................................ 12 A note on the ethnographer and his fieldwork ........................................................................................ 14 Chapter 1: Overview ................................................................................................................................................. 16 Literature Review .................................................................................................................................... 17 Quantitative/Education Research ........................................................................................................ 17 Qualitative/Ethnographic Research ..................................................................................................... 19 Research Design...................................................................................................................................... 23 Cultural Epidemiology ........................................................................................................................ 23 Modifying the Framework .................................................................................................................. 24 Multi-Sited Ethnography..................................................................................................................... 26 The Setting: the State of Tennessee ........................................................................................................ 28 Churches ............................................................................................................................................. 28 Tennessee Education ........................................................................................................................... 31 The Fieldwork ......................................................................................................................................... 32 March – July 2009 .............................................................................................................................. 34 August – December 2009 .................................................................................................................... 34 January – June 2010 ............................................................................................................................ 38 Year 2: July 2010 – July 2011 ............................................................................................................ 41 2: In the Shadow of Scopes ......................................................................................................................... 45 The Scopes “Monkey” Trial of 1925 ...................................................................................................... 45 Evolution and the Origins of the Conflict ............................................................................................... 47 iv Rise of the Antievolution Movement ...................................................................................................... 52 Rise of Efforts to Teach Evolution ......................................................................................................... 56 Antievolutionism’s Search for Legitimacy ......................................................................................... 60 The Rise of Evolution Standards ........................................................................................................ 64 Creationism Then and Now .................................................................................................................... 66 Conclusion: Evolutionism and Creationism as Frenemies...................................................................... 68 Post-script: Reclaiming Scopes ............................................................................................................... 69 3: The Public Nature of Private Belief ........................................................................................................ 71 Evolution-Creation: Conflicts over Beliefs ............................................................................................. 71 Anthropology of Belief ........................................................................................................................... 74 The Problem(s) of Belief..................................................................................................................... 82 The Inseparability of Faith and Works ............................................................................................... 85 The Public Nature of “Private” Faith ...................................................................................................... 87 Church Attendance .............................................................................................................................. 88 Praise and Worship ............................................................................................................................. 92 Prayer .................................................................................................................................................
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