Exploring Introductions to Biological Anthropology Before College Using Textbook Content Analysis

Abby Hill

            I wanted to do this project for my Directed Applied Research because I had never even heard of anthropology before coming to college. I chose to do Anthropology 1101 to satisfy a core requirement and immediately fell in love with the discipline. I changed my major to anthropology in the same semester.

            Starting this project, I identified key concepts of biological anthropology and created three main categories: primatology, paleoanthropology, and microevolution. I created more subcategories for each larger category by further identifying specific themes and topics like primate adaptations, Hardy-Weinberg equilibrium, and misconceptions. By using these, it allowed me to “code” and to analyze qualitative data. I gathered high school biology textbooks from the Teacher Resource and Activity Center in the education building. I only ended up getting five, but I transcribed each section (microevolution, primates, and human evolution) into an Excel spreadsheet. I also took pictures of each figure or diagram in the sections to compare information. Then I used NVivo software to code all of the text and to analyze the themes and concepts that were most commonly used.

Bar graph representing some of the primate species included in the textbooks.

            After doing this project, I found that neither Cobb County nor the Georgia Department of Education require schools to teach biological anthropology in high school. The concepts of microevolution, primatology, and paleoanthropology were available in the high school textbooks, but the primate and human evolution sections were not required to be taught. Four out of the five textbooks were co-authored by the same person which made the content and pictures similar, if not identical. Finding out that anthropology in general wasn’t taught at any level before collegiate, but psychology and sociology are, was a little frustrating because anthropology seems to not get enough attention as a social science. But I’m hopeful that as more disciplines emerge and gain popularity, it will raise more awareness for younger students looking for paths in life that may not be introduced in the public-school system.

KSU Anthro Goes to the Georgia Academy of Science

March, 2019- KSU Anthropology gave five presentations this year at the annual Georgia Academy of Science meeting at the University of North Georgia, Gainesville. This conference is a great opportunity for students to present their research in a low-stress environment. Students can also submit manuscripts for publication to the Georgia Journal of Science. This is a fantastic way to build your CV and get started on your academic journey. Congratulations to all!

EVALUATION OF MISSISSIPPIAN PERIOD HUNTING PRACTICES IN GEORGIA**, Bryant C. Long*

PATTERNS OF SWIFT CREEK INTERACTION IN THE CHATTAHOOCHEE RIVER VALLEY, Gary Owenby*

ENERGY EXPENDITURE ACROSS THE ETOWAH CHEIFDOM: TESTING A HUMAN MODEL AGAINST ESTABLISHED ALGORITHMS**, Alice F. Gooding, Joseph Eleam*, and Patrick Wilborn*

TESTING ANCESTRAL HOMOGENEITY OF ANATOMICAL TEACHING CRANIA**, Christopher M. Goden, Alice F. Gooding

ENGAGING WITH THE PUBLIC: AN EXAMINATION OF AN ANTHROPOLOGY OUTREACH PROGRAM, Hannah D. Bauguess*

End of Anthropology section presentations on Saturday- what a great group!
KSU Anthro student Hannah gave a strong presentation about her efforts to engage Atlanta area communities with anthropology.
KSU Anthro senior, Chris, won the award for Best Undergraduate Anthropology Paper!