| Title | Female friendly science: Including women in curricular content and pedagogy in science |
| Publication Type | Journal Article |
| Year of Publication | 1993 |
| Authors | Rosser SV |
| Journal | Journal of General Education |
| Volume | 42 |
| Pagination | 191-220 |
| Keywords | biology, Competition, Culture, Diversity Institute Literature Review, Feminism, Science, Women |
| Summary | This article paints a comprehensive picture of what "female friendly science" might look like. The author believes that this new approach to science would involve sweeping changes in the culture of scientific inquiry as we know it. She offers a biting social critique of the scientific establishment's failure to include women, its emphasis on competition and violence, its denial of female experiences and interests, and its narrow/deductive focus. The article is more theoretical than research-based. |
| Extended Summary | This article presents a sequence of recommended changes for greater inclusion of women and "female" values in the scientific arena. The changes are organized into five phases of progress; 1) institutional blindness to the issues, 2) recognition of male majority and perspective, 3) barrier identification, 4) recognition of women scientists, 5) women practicing science, and 6) an inclusive redefinition of science.The steps recommended are organized as follows:Phase 2:A. Undertake fewer military experiments and replace them with socially relevant work. This preference among women for non-violent activities that contribute to the social good has been well-documented, but is not being addressed in science and engineering curricula.B. Consider problems relating to fields in which women feel more comfortable, e.g. traditionally "feminine" areas of interest. There is no research listed in the article supporting that this works in the classroom, although it is plausible.C. Focus on more holistic global problems and emphasize synthesis and interaction rather than reduction and deduction. Gilligan (1982) has suggested that girls approach problems from a more relational perspective. Emphasize empathy and emotional connection with subjects of study.Phase 3:A. Support women scientists in making their own observations from their own perspectives. These observations are not usually validated.B. Spend more time in the observational stage before coming to a conclusion.C. Incorporate and validate personal experience.D. Include gender in hypothesis formulation.E. Reduce cruelty to animals in experiments.Phase 4:A. Give credit to women scientists.B. Use fewer competitive teaching methods and more interdisciplinary ones. A course program emphasizing synthesis and connection has been used successfully at Mills College.C. Discuss life integration strategies for women interested in pursuing scientific careers.D. Demystify scientific language and thereby remove the intimidation factor for people interested in science.E. Discuss applications of science in the classroom.Phase 5:A. Combine qualitative and quantitative methods in data gathering.B. Refrain from gender biased language in describing scientific observations.C. Clarify biases of gender, race, class, sexual orientation, and religion which may affect the quality of the scientific product.D. Develop theories which are multi-dimensional and interdependent rather than mechanistic and hierarchical.The paper is more theoretical than data-based in nature. However, it does offer a long list of citations as a starting point for researchers interested in more information. The author is presenting a synthesis of scholarship on women in the sciences. The paper asks questions that are useful to provoke academic discussion about a topic that is often ignored. |
| Recommendations | Redesign curricula to include non-violent scientific problems relevant to women's lives and societal values. Emphasize observation, collaboration, and life experience. Encourage female students to explore interdisciplinary work, to apply their knowledge, and to question current paradigms and assumptions. |
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