Aim.
To understand
the historical and contemporary interrelationships among women, gender,
science, and technology,
Although science
is thought to produce "objective" knowledge, some critics claim that the
basic assumptions and methods of science are so gender-biased that scientific
"objectivity" is compromised. (Others go further to claim there can
be no such thing as "objectivity".) In part, those critics are moved
to such claims because supposedly objective science seems to show that
gender and behavior are innately sex-linked. How much are the critics
to be believed? How and to what extent did gender become embedded
in scientific activity? What consequences have there been for women
or men as scientists, and what consequences has 'androcentric' science
had for women?
In similar fashion, it appears that
technology is masculine, or so we perceive it in Western culture.
Has technology always been so? How did it get that way - did
it start with "Man the Hunter"? What role have women played in the
development of technology, and how has technological change affected the
roles of women, and the ideas of gender? What alternatives might
there be to how things are?
Procedure.
Put briefly, in the
first two-thirds of the course we study (1) how science defines and has
defined "the female," (2) how feminists assess science, and (3) how women
do and have done science.
We begin with a study
of gender and science, and feminist theory about science. We first
study how science in the 18th and 19th centuries constructed and defined
the "female," and also how those developments gradually led to the virtual
exclusion of women from research by 1800. We then turn to the 20th
century, to see how sciences such as biology, anthropology, and psychology
look at sex, gender and at women. We are then ready to consider the
"science question in feminism," or how and why feminist theories critique
science.
Our focus shifts to
women as scientists, past and present, and to some of the characteristics
of women's careers in science. As women returned to research in the
late 19th and early 20th century, we study some pioneers and contemporary
exemplars. Turning from individuals, we look at what sociologists
of science have said about women's careers in science, including a recent
comparative study of female and male scientists. Could alternative
science and mathematics education make a difference? Are there differences
between males and females in mathematical ability? Finally, we invite
female scientists at Williams to discuss their careers and reflections
about science.
In the last third of
the course, we go over the same ground with technology as the focus, rather
than science. This part of the course deals mostly with women and/in
technology, because feminist analyses of technology, and attempts to construct
a theory of feminist technology are relatively scarce. [Why should
that be so?]
We begin with technologies
viewed through the lens of feminism, and study how microwave technology
exemplifies the interrelations of technology and gender.
We then consider the
factors involved in becoming a professional engineer, and finish with a
historical look at domestic technology and the changing roles of women
as household manager - workers.
Requirements.
This course will
be conducted as a seminar, with students having principal responsibility
for reading appropriate materials, and for generating questions for discussion
during the class periods. In large measure, this course will be an
exploration of ideas, and the success of that exploration depends upon
participation by all. Because we have only 26 classes [13 weeks]
and 9 texts, reading assignments will occasionally be lengthy. It
is advisable to use skimming skills to get through long assignments, and
to get a good sense of the reading and its major themes, rather than trying
to master every detail. Have 2 or 3 questions or opinions about the
assignment ready for class.
Partly in contrast
to the commonality imposed by the seminar readings, each student is to
write two short papers [1500 words or more each]. The topics are
each student's choice, and are not limited to topics already considered
in the course. For example, there are a number of interesting topics
the course does not cover, such as ecofeminism, women in the workplace,
feminist utopias, female inventors, women's technology, girls and boys
in science education.
Principally as
a means of reviewing and bringing focus to the course, there will be some
sort of final review exercise after Thanksgiving.
Grades in the course are to
be determined approximately as follows:
|
Class Participation 35%
Short Papers 35%
Final Review 30% |
|
Textbooks.
There are 9 required textbooks for
this course. They are:
|
Cynthia Russett, Sexual Science
Ruth Bleier, Science and Gender
Sandra Harding, The Science Question
in Feminism
Londa Schiebinger, The Mind Has
No Sex?
Gerhard Sonnert, Who Succeeds
in Science?
Judy Wajcman, Feminism Confronts
Technology
C. Cockburn and S. Ormrod, Gender
and Technology in the Making
J. McIlwee and J. Robinson, Women
in Engineering
Ruth Schwartz Cowan, More Work
for Mother |
|
In addition to the textbooks, there is
a packet of papers available as a course packet [445 pages; below cost:
$15.00], available from Mrs. Alice Seeley, in Bronfman 189:
Author
|
Subject
|
Date Needed
|
|
|
|
Pringle |
New Women of the Ice Age |
Sept. 30
|
Rossiter |
Women's Work in Science |
Oct. 12
|
Mitchell |
Henrietta Leavitt |
Oct. 12
|
Patterson |
Mary Somerville |
Oct. 12
|
Brush |
Drudges or Discoverers |
Oct. 12
|
Et al |
Contemporary Exemplars |
Oct. 12
|
Astin |
Citation Classics |
Oct. 14
|
Cole/Zuckerman |
Marriage and Motherhood |
Oct. 14
|
Bielby |
Sex Differences in Careers |
Oct. 14
|
Fox |
Gender, ...and Science |
Oct. 14
|
Keller |
The Wo/Man Scientist |
Oct. 14
|
Cole and Fiorentine |
Discrimination, Outcome/Process |
Oct. 14
|
Rosser |
Reaching the Majority |
Nov. 2
|
Campbell/C-Wright |
Toward a Feminist Algebra |
Nov. 2
|
Sanders |
Girls and Technology |
Nov. 2
|
Barad |
Feminist Approach Quantum Physics |
Nov. 2
|
Gross/Levitt |
Critique of Feminism re Science |
Nov. 2
|
Benbow |
Sex Differences in Mathematics |
Nov. 4
|
Et al |
More Commentary on Benbow |
Nov. 4
|
Selkow |
Male-Female Math Differences |
Nov. 4
|
|