Figure 1.

(A) Theoretical three dimensional landscape where acceptance of evolution is depicted as function of religiosity, science awareness, and evolution literacy. (B) Acceptance of evolution openly and thinking that evolution is definitely true by three distinctive higher-education populations: New England college students (left), educators of prospective teachers in the entire U.S. (center), and New England research faulty (right). The level of understanding the foundations of science and evolution (science and evolution indexes) correlates positively with acceptance of evolution; religious beliefs (religiosity index) correlate negatively with both science and evolution awareness, details shown in Figures 2-3. Note that the total number of responders per population can vary because participants in the surveys were allowed to skip questions or end the survey voluntarily at any time.

Source: Modified from Paz-y-Miño-C and Espinosa 2014b.