In recent years, religious fundamentalists have increased their efforts to teach Creationism in the public schools as an alternative to the theory of evolution. But though Creationism is pushed by religious adherents, the real conflict is not merely between religion and science, but between science and pseudoscience. Creationism does not qualify as a scientific theory because it begins with a conclusion (i.e., God created the universe) and seeks to support it, while scientific theories are prone to change (and may even be dismissed) in the light of new evidence. Creationism may or may not be good religion, but it is not good science, and should have no place in the public schools.
Many Creationists assert that evolution is used to further racism. But the scientific evidence has not led to racist conclusions in reputable scientific circles. On the contrary, human diversity is regarded as a product of genetic processes and natural selection, and "races" are always changing, often as a result of intermarriage among various peoples.
Conversely, many Creationists have propagated the racist "myth of Ham," or the belief that the "colored" peoples (who are supposedly descended from the eponymous Ham, the son of Noah) are cursed by God with servitude to whites. (Not surprisingly, such thinking spawned counter-myths among some black groups, such as the Nation of Islam, whose members have asserted that whites are a race of devils.) Evolution, far from supporting such notions, helps to dispel them.
Moreover, AAH is concerned that Blacks and other minorities are woefully underrepresented in the sciences. It will become increasingly difficult to attract and retain minority students to the sciences if they are constantly bombarded with pseudoscientific misinformation and unscientific methods of investigation. For these reasons, AAH opposes the introduction of Creationism into all science curricula of the U.S. public schools.