1. Gender Preferences in the Use of Technology

2. Lesson Plan (cont.) Women in Computing: Computational Reticence Readings: Benston, Women’s Voices / Men’s Voices Readings: I/2 (Women in Science)

3. 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

4. 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

5. 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

6. 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?

7. 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.

8. 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.

9. 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.

10. 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?

11. 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.

12. 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?

13. 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?

14. 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.