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Gender and Science

Code: 106239 ECTS Credits: 6
Degree Type Year Semester
2504235 Science, Technology and Humanities OB 3 2


Anyely Marin Cisneros

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Objectives and Contextualisation

To provide tools for reflection and analysis based on feminist critique of science and the history and philosophy of science, technology and education with a gender perspective, so that students can take an active part in the various debates and current events, as well as prepare programs and policies to respond to future challenges in the scientific-technological fields with an intersectional gender perspective.


  • Develop and evaluate interdisciplinary projects that combine scientific, technological and humanistic knowledge and encourage citizens' involvement in matters related to science and technology in society.
  • Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
  • Make critical use of digital tools and interpret specific documentary sources.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Work collaboratively in teams.

Learning Outcomes

  1. Assess the reliability of sources, select important data and cross-check information.
  2. Construct discourse tailored to the different formats for debating science in the public sphere.
  3. Develop a critical awareness of how scientific knowledge circulates and of its dynamic status between experts and non-experts.
  4. Formulate scientific museography projects.
  5. Identify the various models for representing science and knowledge in the public sphere and suggest improvements to these.
  6. Interpret and interrelate the conceptual bases of feminist theories, and the application of feminist epistemologies for generating knowledge.
  7. Promote team spirit and the integration of others' points of view.


1. Introduction. The emergence of Feminist Studies in Science.

2. The exclusion of women and the Others: Modernity, coloniality and science. 

3. The androcentric gaze in the construction of science. 

4. The sexual regime: the imperative of coherence between sex and gender.

5. Kinship and new reproductive technologies.

6. Research with a gender perspective.

7. Women's contributions to science, medicine and technology. Case studies.


The sessions are organized around an introduction to each topic by the lecturer. The students commit to reading, taking notes and asking questions about the proposed texts, which are essential reading material for each session. Each student will develop two or three oral presentations throughout the course, based on the core bibliography and other readings and materials proposed by the participants. Various debates and argumentation formats will be used with the aim of integrating the new content, ideas and concepts learned during each class.


Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Title Hours ECTS Learning Outcomes
Type: Directed      
Aula prąctics 16 0.64 2, 3, 7, 5, 6, 4, 1
Theoretical class 33 1.32 2, 3, 7, 5, 6, 4, 1
Type: Supervised      
Scheduled tutorials 10 0.4 2, 3, 5, 4, 1
Type: Autonomous      
Comprehensive reading of texts and other material to prepare classes 50 2 2, 3, 5, 6, 1
Searching for bibliography and extra material 14 0.56 2, 3, 5, 6, 1
Work preparation 25 1 2, 3, 5, 6, 4, 1


Continuous evaluation

 The evaluation of the competences acquired in this subject is continuous through the active participation of the students in relation to the various activities proposed in class.

The final score will be the average of the points obtained for each of the four evaluation activities. These will consist of participation in debates and other classroom dynamics (25%), two short oral presentations (25% each) and a short essay (25%). For the evaluation to be effective, students need to obtain a minimum grade of 1.25 in each of the tests separately.

 The teacher will report the results of these through the Classroom Moodle. The final mark will be published after the final session, also through the Moodle Classroom.

Students who do not take the evaluation tests will be considered as "Not evaluated", exhausting the rights to enrol in the subject. If necessary, a recovery test (an exam) will be carried out for students who have not passed the continuous assessment tests as a whole. To participate in the recovery exam, the students must have been previously evaluated in all their tests. In addition, students must have obtained at least a 1.25 in each of the activities.

This course does not offer a single assessment system.


Grade Review Procedure

 At the time of carrying out each evaluation activity, the teacher will inform the students (Moodle) of the procedure and date for revising grades.


Recovery procedure

 If necessary, a recovery test (an exam) will be carried out by those students who have not passed the continuous assessment tests as a whole. To participate in the recovery exam, the students must have been previously evaluated in at least 2/3 of the total evaluation activities. In addition, you must have obtained at least a 3,5 in the total grade of the subject.


Conditions for the qualification “Not evaluable”

 Students will obtain a “Not assessed/Not submitted” course grade unless they have submitted more than 30 % of the assessment items.


Single evaluation:

The student who takes advantage of the single evaluation must submit an essay and make an oral presentation on the indicated date. Each activity will be weighted 50%.

For the evaluation to be effective, the student must pass each of the different tests separately and obtain a minimum final grade of 5 points out of 10.



 If the student performs any irregularity that may lead to a significant variation in the grade of evaluated tasks, this task will be graded with a 0, regardless of the disciplinary process that may be instituted. In the event that several irregularities occur on evaluated tasks in the same subject, the final grade for this subject will be 0.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Debates and classroom dynamics 25% 0 0 2, 3, 7, 6, 1
Essay 25% 0 0 2, 3, 5, 6, 4, 1
Presentation 1 25% 1 0.04 2, 3, 7, 5, 6, 4, 1
Presentation 2 25% 1 0.04 2, 3, 7, 5, 6, 4, 1


Specific bibliography 

Cabré Pairet, Ortiz Gómez, T., y Santesmases Navarro de Palencia, M. J. (2017). Feminismos biográficos: aportaciones desde la historia de la ciencia. Arenal (Granada, España), 24(2), 379–404. 

Dorlin, Elsa (2020) La matriz de la raza. Genealogía sexual y colonial. Txalaparta.  

Haraway, Donna (2004) Testigo_Modesto@Segundo_Milenio. HombreHembra _Conoce_Oncoratón : feminismo y tecnociencia. Barcelona: UOC  

Lettow, Susanne (ed.) (2014). Reproduction, Race, and Gender in Philosophy and the Early Life Sciences. State University of New York Press. 

Preciado, Beatriz (2008) Testo yonqui. Madrid: Espasa Calpe 

Schiebinger, Londa (2004) ¿Tiene sexo la mente?: las mujeres en los orígenes de la ciencia moderna. Madrid: Cátedra; València: Universitat de València.I Instituto de la Mujer 

Subramaniam, & Willey, A. (2017). Science Out of Feminist Theory Part One: Feminism’s Sciences. Catalyst (San Diego, Calif.), 3(1). 

Wajcman, Judy (2006) El tecnofeminismo. Madrid: Cátedra; València: Universitat de València Instituto de la Mujer. 


Complementary bibliography 

Adan, Carme (2003) Feminismo e coñecemento: da experiencia das mulleres aocíborg.Coruña: Espiral Maior.   

Brotman, Jennie S., Moore, Felicia M. (2008) Girls and Science: A review of four themes in Science Education. JournalofResearch in ScienceTeaching,  45 (9): 971–1002   

Cantero, Beatriz (2015) Inclusión del Género en la Enseñanza de las Ciencias. Tesi Doctoral. UAB. Disponible en línia a: <<https://ddd.uab.cat/record/166152>>  

Fausto-Sterling, Anne (2006) Cuerpossexuados: la política de género y la construcción de la sexualidad. Barcelona: Melusina 

Goldie, T. (2014) The man who invented gender. Engaging the ideas of John Money. Vancouver, UniversityofBritish Columbia Press.  

Haraway, Donna. (1995). Conocimientossituados: la cuestión científica en el feminismo y el privilegio de la perspectiva parcial, pp. 313-346, en: Cienciacyborgs y mujeres. La reinvención de la naturaleza, Madrid, Cátedra. 

Harding, Sandra (1996) Ciencia y feminismo. Madrid: Morata  

Keller, Evelyn Fox (1991) Reflexiones sobre género y ciencia. València: Alfons el Magnànim.  

Laqueur, Thomas. (2001). La construcción del sexo. Cuerpo y génerodesde los griegoshasta Freud. Madrid: Ediciones Cátedra, Universitat de Valencia, Instituto de la Mujer. 

Mayberry, Subramaniam, B., & Weasel, L. H. (2001). Feministsciencestudies: a newgeneration/ EditedbyMaraleeMayberry, BanuSubramaniam, Lisa H. Weasel. Routledge. 

Merchant, Carolyn (1996) Earthcare: women and the environment. New York: Routledge  

Subramaniam, & Willey, A. (2017). ScienceOut of FeministTheory Part Two: RemakingScience. Catalyst (San Diego, Calif.), 3(2).


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