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Biology and sociology major assesses PFAS risk for various demographic groups

Emily Hiebel '25

Emily Hiebel ’25 parlayed majors in biology and sociology, and a pathway in public health into her Independent Study at The College of Wooster. Public health was on her radar when, as a middle school student, she successfully predicted for a class assignment that COVID would be the next pandemic. Her Wooster biology classes introduced her to the risks and dangers of per- and polyfluoroalkyl substances (PFAS) (commonly known as forever chemicals) and studying sociology opened her eyes to the societal impacts of public health issues. The combination of interests led her to a passion for public health and a study abroad trip to Scandinavia to compare U.S. and Scandinavian public health systems. Hiebel’s study focused on trying to understand how different demographic groups respond to PFAS risk. 

“Understanding risk assessment and perceived barriers to risk avoidance is critical to designing public health policies that empower people to have the health autonomy necessary to live healthier lives and promote health equity.” 

—Emily Hiebel ’25 

MY I.S. 

Hiebel: I completed a sociology study on risk assessment using a health belief model and PFAS, a class of endocrine-disrupting chemical pollutants commonly found in non-stick products that can alter how hormones function in the body, raising the risk for certain cancers, diabetes, obesity, reproductive harm, and other health risks. I found that while risk awareness was higher with high socioeconomic status, it did not correlate to a greater willingness to change behavior. Lower socioeconomic groups were equally or more willing to change behavior or choices to reduce PFAS exposure. Cost was the primary barrier to risk avoidance. 

EXCITING ASPECTS 

Hiebel: I got to combine aspects from all three of my areas of study during my time at Wooster. My PFAS research was greatly enhanced by having a background in biology, sociology, and public health. I felt like I got to contribute to a real-world problem while pursuing my personal interests using the skills I’ve gained from my classes.  

EMPOWERED IN MY FIELD 

Hiebel: I have always been passionate about public health and biology. Having the curiosity to ask questions has never been an issue for me, but being able to confidently pursue answers is more of a struggle. Through I.S., I gained confidence in my ability to design a study and follow through to the end. I.S. taught me to confront my own perfectionism, which made me more confident in addressing issues in public health. 

SUPPORTIVE SCOT COMMUNITY 

Hiebel: My advisors were honest and supportive, offering flexibility and faith in me that made it possible for me to complete the project. My friends were also a huge source of support, helping talk through ideas and making sure I took care of myself. The Dean of Students office and all my professors supported me through multiple family crises and serious health issues that made staying in school difficult. I would never have been able to graduate if it weren’t for the compassion and support of my professors and friends. 

MY TAKEAWAYS 

Hiebel: I gained experience in survey research and how to manage a long-term project. In addition to learning technical skills in survey design, Statistical Package for Social Sciences (SPSS) software, data analysis, and communication, my I.S. taught me that being versatile, flexible, and asking for help makes me a stronger researcher. Though the final project does not match my original plan; I’m proud of what I achieved and how I learned to adapt. While this was an Independent Study, I would never have been able to do it alone, and I didn’t have to. 

WHAT’S NEXT 

Hiebel: I will take a gap year to gain work experience and a break from academics before pursuing a Master of Public Health degree. 

Posted in Independent Study on June 16, 2025.


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Sociology

The study of social life, social change, and the social causes and consequences of human behavior.

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