Let's Get Organised: Practicing and Valuing Scientific Work Inside and Outside the Laboratory

Over the past thirty years there has been a significant turn towards practice and away from institutions in sociological frameworks for understanding science. This new emphasis on studying \'science in action\' (Latour 1987) and \'epistemic cultures\' (Knorr Cetina 1999) has not been shared by academic and policy literatures on the problem of women and science, which have focused on the marginalisation and under-representation of women in science careers and academic institutions. In this paper we draw on elements of both these approaches to think about epistemic communities as simultaneously practical and organisational. We argue that an understanding of organisational structures is missing in science studies, and that studies of the under-representation of women lack attention to the detail of how scientific work is done in practice. Both are necessary to understand the gendering of science work. Our arguments are based on findings of a qualitative study of bioscience researchers in a British university. Conducted as part of a European project on knowledge production, institutions and gender the UK study involved interviews, focus groups and participant observation in two laboratories. Drawing on extracts from our data we look first at laboratories as relatively unhierarchical communities of practice. We go on to show the ways in which institutional forces, particularly contractual insecurity and the linear career, work to reproduce patterns of gendered inequality. Finally, we analyse how these patterns shape the gendered value and performance of \'housekeeping work\' in the laboratory.Women, Science, Laboratory, Epistemic Community, Organisation, Value, Work, Career, Housekeeping

A Sorry Tale - A Study of Women's participation in IT Higher Education in Australia

This paper examines long term changes in the participation of women in professionally accredited computing degree programs. It reports on the results of three intensive Australia-wide studies of the situation in the mid 1980s, in 1992 and in the late 1990s. The early study painted a detailed and rather depressing picture of women's representation in IT education. It also identified barriers to improvement in the discipline itself, the teaching institutions, and for individuals. The intervening years have seen many attempts to address these barriers in respect of both the attraction to and retention of women in IT courses. The current paper summarises the Australia wide studies and then draws upon recent localised data in contrasting environments and larger scale literature to explore how little things have changed as a result of these intervention programs

The Faculty Notebook, September 2003

The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost

Gender and enterprise development in Vietnam under Doi-Moi : issues for policy, research and training

Viet Nam;economic development;gender equality;small enterprises;women entrepreneurs

Making it in academic psychology: Demographic and personality correlates of eminence

Citations to published work, personality, and demographic characteristics were examined in a sample of male and female academic psychologists. A large sex difference was found in citations with men receiving significantly more recognition. Reputational rankings of graduate school and current institution were significantly related to citations, as were components of achievement motivation. Mastery and work needs were positively related to citations while competitiveness was negatively associated with the criterion. A model of attainment in psychology is proposed and possible explanations for the differential recognition of women are explored

Barriers to Work Place Advancement: the Experience of the White Female Work Force

Glass Ceiling ReportGlassCeilingBackground17WhiteFemaleWorkForce.pdf: 8903 downloads, before Oct. 1, 2020

The Classic, Fall 1992

President\u27s Report: International Education - Northwestern style; Pranks revisited; Fall Convocation honors Mouw \u2759, Faculty laurels; New Program; Summer Institute; Nelson murderer receives sentence; Progress seen in master\u27s program; New board member; Carver Scholars; Students receive national honors; Japanese delegation visits community; Summer experiences; Your Average Joe? A look at the typical Northwestern student; Ministry from the Mat; Matters of the Heart: Bob Van Citters makes impact with cardiovascular research; For the Love of Students...For the Love of God; Welcome to the Family! New Faculty/Staff: Dr. Fred Van Dyke, Laura Heitritter, Dr. Carl Saalbach, Ed Starkenburg, Dr. Marc Wooldridge, Floyd Johnson, Harlan Jorgensen, Dave Nonnemacher, Perry Krosschell, Phil McIntire, Brent Croxton, Brooke Henry, Dan Van Gorp, Donna Pennings, Kris Korver; International Partnerships; Homecoming \u2792; Alumni News, Deaths; Births; Marriages; Bed and Breakfast Network to expand; Business, industry aid Annual Fund; Calendar of Eventshttps://nwcommons.nwciowa.edu/classic1990/1014/thumbnail.jp

When Faculty Use Instructional Technologies: Using Clark's Delivery Model to Understand Gender Differences

Instructional and learning technologies are playing an increasingly important role in postsecondary education, but there is evidence that a number of differences exist in how females and males approach, perceive, and implement these technologies. As faculty start to offer more of their courses using flexible delivery methods such as Web-based conferencing, it is important to understand what gender differences may exist in faculty members' approaches to instructional and communications technologies so that this process may be better facilitated. This paper has three purposes: to highlight some of the major gender-related differences noted in the literature, including some from a feminist perspective; to present and discuss related findings found in an exploratory, post-hoc analysis of survey data collected from our institution; and finally, to suggest areas for future research. Richard Clark's (1994) model distinguishing between Instructional and Delivery Technologies provides a framework for this discussion.Les technologies d'instruction et d'apprentissage occupent un rôle de plus en plus important dans le domaine de l'enseignement post secondaire. Toutefois, certaines données suggèrent qu'il existe des différences dans la manière dont les femmes et les hommes abordent, perçoivent et utilisent ces technologies. Dans la mesure où le corps professoral offre de plus en plus de cours avec des méthodes flexibles, telles que les discussions en ligne, il est important de comprendre quelles sont les différences entre les sexes dans la manière dont les professeures et professeurs abordent les technologies d'instruction et de communication, dans le but de mieux faciliter ce processus. Cet article a trois objectifs : (1) de souligner quelques-unes des plus importantes différences entre les sexes rapportées dans la littérature, incluant certaines provenant d'une perspective feministe; (2) de présenter et discuter certains résultats connexes provenant d'une analyse exploratoire a posteriori, réalisée à partir de données recueillies dans notre institution; et (3) de suggérer quelques orientations pour des recherches futures. Le modèle de Richard Clark (1994), qui fait la distinction entre les technologies d'instruction et de diffusion, fournit un cadre de reférence pour cette discussion.reférence pour cette discussion

Possibilities of Enacting and Researching Epistemic Communities

This article explores what the concept of epistemic community can contribute to studies of science and technology and to existing analytical frames of epistemic cultures, technosocial network and community of practice. Reviewing conceptions of epistemic community in political science, organisational studies and feminist epistemologies I suggest that heuristic dimensions include a focus on historical contingencies and timings; on particular epistemic projects and technologies that work as boundary objects; and on epistemic responsibilities and stratifications. These dimensions are further explored in two research vignettes. The first vignette follows the mobilisation and expectations of the Czech synchrotron user community at a funding event as a focal point for examining epistemic responsibilities and the genderings of community. The second vignette follows a biographical narrative about being and becoming a member of an epistemic community and amplifies the importance of different configurations of community. I argue that the contours, distributions and textures of an epistemic community cannot be studied at a single analytical site such as the laboratory and conclude by outlining what can be gained by using a refined concept of epistemic communities and sketching some strategies for further research.Epistemic Community, Epistemic Responsibility, Epistemic Cultures, Community of Practice, Gendering of Community, Synchrotron User Community