Science and Gender
Code: 106991 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Sociocultural Gender Studies | OB | 3 |
Contact
- Name:
- Anna Macaya Andres
- Email:
- ana.macaya@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
There are none.
Objectives and Contextualisation
The objective of this subject is to provide tools for reflection and analysis based on feminist criticism of the sciences and the contributions of the history and philosophy of science, technology and education with a gender perspective, so that students can take an active part in the various current debates, as well as develop programs and measures to respond to future challenges in the scientific-technological and environmental fields with an intersectional gender perspective.
Learning Outcomes
- CM19 (Competence) Develop simple proposals for promoting gender equality in scientific and technological fields of study.
- CM42 (Competence) Evaluate care protocols for bioscience contexts (medicine, veterinary medicine, nutrition, etc.) from a gender perspective.
- KM31 (Knowledge) Critically analyse popular discourses, particularly those related to ideology and ethnocentric and sexist biases.
- SM02 (Knowledge) Use technical and interpretative vocabulary specific to the disciplines required in a given project, presentation or assignment, making use of inclusive language.
- SM29 (Skill) Interpret artistic and cultural objects from a feminist theoretical and critical perspective by placing them in social and historical context.
- SM31 (Skill) Use organised and correct discourse both in writing and to be performed aloud, in the corresponding language, which relies on inclusive language and is suitable for all kinds of situations.
Content
- Critiques of the sex/gender system from the history of science and technology.
- New and old gender perspectives for science.
- Scientific, medical, and technological constructions of the body, sexuality, and gender.
- Challenges of science education from an equity and gender perspective.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Lectures | 33.33 | 1.33 | CM19, KM31, SM29, CM19 |
| Practical sessions | 14.67 | 0.59 | CM42, SM02, SM29, CM42 |
| Type: Supervised | |||
| Field trip | 4 | 0.16 | SM29, SM29 |
| Programmes tutorials | 6 | 0.24 | SM31, SM31 |
| Type: Autonomous | |||
| Comprehensive reading of texts | 25 | 1 | CM19, KM31, SM02, CM19 |
| Preparation for debates and discussions | 15 | 0.6 | CM42, KM31, SM31, CM42 |
| Preparation of the assessment activities | 40 | 1.6 | KM31, SM02, SM31, KM31 |
| Search of bibliography | 10 | 0.4 | CM19, KM31, CM19 |
The methodology is eclectic and interdisciplinary, based on the students' prior knowledge. Through the sessions, the students have to use this concepts and terms in his argumentation, critiques and justifications.
The sessions will start by introducing the topic through a case study, reading or audiovisual material to promote the activation of one's own prior knowledge. After that, a lecture related to the proposed topic will add complexity to the analysis. Lastly, a creation, debate and / or argumentation phase will take place to integrate what has been learned during the next sessions.
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.
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Argumentative test | 33,33 % | 1 | 0.04 | CM19, CM42, KM31, SM02, SM29, SM31 |
| Individual portfolio | 33,33 % | 0 | 0 | CM42, KM31, SM29 |
| Oral presentation | 33,33 % | 1 | 0.04 | CM19, CM42, SM02, SM31 |
The evaluation is continuous, through the active participation of the students in relation to the activities proposed. The final grade will consist of the overage of the points obtained in each assessment. The evaluation activities are a writing exam, an oral exposition and a dossier. However, the evaluation remained effective, as the students obtained a minimum grade of 3.5 in each of the activities. Lecturers will report the grades of each assessment through Moodle once each block has been completed. Final grades will also be published through Moodle.
To participate in the retake, students must have previously been assessed in a set of activities whose weight is equivalent to a minimum of 2/3 of the total grade and a minimum average grade of 3.5. The maximum grade that students can obtain in the retake is 5.
Students will obtain a Not assessed/Not submitted course grade unless they have submitted more than 30% of the assessment items.
In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject and non-recoverable.
This subject entirely prohibits the use of AI technologies in all of its activities. Any submitted work that contains content generated using AI will be considered academic dishonesty; the corresponding grade will be awarded a zero, without the possibility of reassessment. In cases of greater infringement, more serious action may be taken.
Bibliography
Adan, Carme (2003) Feminismo e coñecemento : da experiencia das mulleres ao cíborg. Coruña: Espiral Maior.
Archer, Louise et al. (2017) Killing curiosity? An analysis of celebrated identity performances among teachers and students in nine London Secondary Science Classrooms. Science Education, 101 (5): 741-764.
Braidotti, Rosi (2013) The posthuman. Cambridge: Polity Press.
Brotman, Jennie S., Moore, Felicia M. (2008) Girls and Science: A review of four themes in Science Education. Journal of Research in Science Teaching, 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) Cuerpos sexuados : la política de género y la construcción de la sexualidad. Barcelona: Melusina
Haraway, Donna (1995) Ciencia, cyborgs y mujeres: la reinvención de la naturaleza. Madrid: Cátedra
Harding, Sandra (1996) Ciencia y feminismo. Madrid: Morata
Hughes, Gwyneth (2001) Exploring the Availability of Student Scientist Identities within Curriculum Discourse: An anti-essentialist approach to gender-inclusive science. Gender and Education, 13 (3): 275-290.
Hussénius, Anita (2014) Science education for all, some or just a few? Feminist and gender perspectives on science education: a special issue. Cultural Studies of Science Education 9: 255–262
Keller, Evelyn Fox (1991) Reflexiones sobre género y ciencia. València: Alfons el Magnànim.
Laqueur, Thomas (1994) La construcción del sexo: cuerpo y género desde los griegos hasta Freud. Madrid: Cátedra
Longino, Helen (1990) Science as social knowledge : values and objectivity in scientific inquiry. New Jersey: Princeton University Press
OECD (2016), PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris. Disponible en línia: <<https://doi.org/10.1787/9789264266490-en >>
Solsona i Pairó, Núria (2010) Génesis y desarrollo de los saberes femeninos en la educación. Aula de Innovación Educativa, 191: 7-11
Wajcman, Judy (2006) El tecnofeminismo. Madrid: Cátedra; València: Universitat de València Instituto de la Mujer
Software
The Department of Philosophy agreed that the first-semester students would have two periods dedicated to assessment activities and one week during which students could specifically prepare for the exams, in the format that each instructor will specify at the beginning of the course. The dates for the review week and the assessment periods are:
-
October 27 – October 31: review or tutorial week
-
November 3 – November 7: assessment week
-
January 8, 9, 12, 13, 14: assessment week
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan/Spanish | first semester | morning-mixed |
| (TE) Theory | 1 | Catalan/Spanish | first semester | morning-mixed |