Gender Preferences in the Use of
Technology
Lesson Plan
• (cont.) Women in Computing: Computational
Reticence
• Readings: Benston, Women’s Voices / Men’s
Voices
• Readings: I/2 (Women in Science)
Readings: Benston: Women’s
Voices / Men’s Voices
• the ‘technological world view’
• Technology as language of action
• technology and power; technology as self-expression;
using computers
• Effects of technology on verbal communication
• women’s silence; communicating about technology;
tunnel vision
Exercise:Readings
• In groups of 4-5, take an article from our
textbook and work on the following:
•
•
•
•
brief summary and argument of the piece
respond to the questions distributed in class
present your arguments as a group to the class
respond to questions
Readings: The Rise of Western
Science
• the history of Western science left out the
contributions of women and much of the
science of the non-Western world
• a gender-sensitive approach to the role of
women in science works with a broadened
definition of science
Readings: The Rise of Western
Science
Reading A: Magic (Gordon)
• What are the ‘scientific’ properties of magic and
how is it related to knowledge we now label
technology?
• Give institutional reasons for the persecution of
witches in early modern Europe? How are
witches related to women’s knowledge worlds
and why were these worlds dangerous for the
Christian Church?
Readings: The Rise of Western
Science
Reading B: Feminist Approaches to
Technology (Rowbotham)
• Discuss women’s contributions to scientific
and technological innovation presented by
the author in this ‘gendered’ account of
scientific innovation.
Readings: The Rise of Western
Science
Reading B: Feminist Approaches to
Technology (Rowbotham)
• The professionalization of science brought
about even larger exclusion of women from
the field of scientific innovation after the
16th century. Explain how institutional
ways of exclusion functioned then and now.
Readings: The Rise of Western
Science
Reading B: Feminist Approaches to Technology
(Rowbotham)
• Explain how the domestic sphere in which
women operated could bring about innovation in
science and technology.
• Give examples to show the distinction between
professional and alternative spheres in which
knowledge may be produced.
Readings: The Rise of Western
Science
Reading C: The Biological Connection
(Fausto-Sterling)
• If science claims objectivity, and access to
truth, how do you explain the author’s
statement that it is based on personal
opinions of researchers.
• Why does the author say that science is
culturally constructed?
Readings: The Rise of Western
Science
Reading C: The Biological Connection
(Fausto-Sterling)
• List some of the scientific errors that
negatively affected the representation of
women in scientific studies.
• What are the solutions that authors propose
to avoid sexist science.
Readings: The Rise of Western
Science
Reading D: Women’s Brains (Gould)
• Describe the pitfalls of craniometry, a
popular ‘scientific’ explanation of gender
differences that was practiced by Paul Broca
in early 19th century France.
• Why does the author say that these studies
were inspired by the social concerns of the
day?
Readings: The Rise of Western
Science
Reading D: Women’s Brains (Gould)
• How is craniometry related to theory of
social distinctiveness as biologically
ordained?
• Can you think of contemporary equivalents
of studies that promote biological
determinism. Why is there a potential for
them to be racist, sexist, or homophobic?
Readings: The Rise of Western
Science
Reading E: The Ethics of Genetic Research on
Sexual Orientation (Schuklenk, Stein, Kerin,
Byne)
• Sexual orientation is determined by choice. Do
you agree or disagree with this statement?
• Use the article to discuss why the search for the
‘gay gene’ if tied to policy has a potential to
promote homophobia.