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Re: MentorNet (one woman's response) - PART 2



PART 2

REFERENCES
AAUW 1992. "How Schools Shortchange Girls," American Association of
University Women. Wellesley College Center for Research on Women,
Wellesley, MA and AAUW Educational Foundation, Washington, DC; an
executive summary is online at <http://www.aauw.org/2000/hssg.html>.
[Also available in paperback as "How Schools Shortchange Girls: The
AAUW Report: A Study of Major Findings on Girls and Education.
Marlowe & Co.] But see the assertive dissent by psychologist Judith
Kleinfeld (1998).

Anon. 2002. "International Conference Grapples with Issues of Women
in Physics" APS News, May; online (for APS members) at
<http://www.aps.org/apsnews/0502/050203.html> "Concern over the low
number of women in physics worldwide was one of the underlying themes
at a groundbreaking international conference on women in physics,
held 7-9 March in Paris, France, and organized by the International
Union of Pure and Applied Physics (IUPAP). More than 300 delegates -
about 15% male, and another 15% or more women in their early careers-
in 65 national teams gathered to discuss such issues as attracting
more girls into physics,
balancing family and career, and getting more women into the physics
leadership structure."

Feder, T. 2002. "Women, and Some Men, Ask Why Women Don't Flock to
Physics," Physics Today 55(5): 24; online at
<http://www.aip.org/pt/vol-55/iss-5/p24.html>. A report on the
International Union of Pure and Applied Physics (IUPAP)-sponsored
international conference on women in physics held 7 to 9 March 2002
in Paris
<http://www.if.ufrgs.br/~barbosa/conference.html>.

Fox, M.F. 2002. "Gender, Faculty, and Doctoral Education in Science
and Engineering." In "Equal Rites, Unequal Outcomes: Women in
American Research Universities," L. Hornig, ed. Kluwer
Academic/Plenum.

Georgi, H. 2000a. "Is There an Unconscious Discrimination Against
Women in Science?" APS News, January; online (for APS members) at
<http://www.aps.org/apsnews/0100/010016.html> (excerpted from Gorgi (2000b).

Georgi, H. 2000b. "A tentative theory of unconscious discrimination
against women in science," In NAP (2000), pp. 45-48. Georgi offers
extensive anecdotal evidence of the disconnect between
physics-research ability and GRE scores, based on his experience as
physics-department chair and graduate admissions committee member.

Georgi, H. 2000c. "Views From an Affirmative Activist." STATUS,
January; online in pdf form at <http://www.aas.org/~cswa/pubs.html>:
"Affirmative action seems to have become a divisive issue. I think
that this is sad, because I believe that there are situations in
which it should not be controversial, if properly understood. I feel
strongly that affirmative action to encourage women in science
continues to be important, and today I want to explain why. In my
view, there
are two basic and related issues - evaluation and climate. I firmly
believe that improvements in these areas will be good for everyone,
not just women."

Hake, R.R. 2002a. "Re: MentorNet (one woman's response),"
Phys-L/PhysLrnR/Physhare/AP-Physics post of 14 Oct 2002
09:38:30-0700; online at
<http://listserv.boisestate.edu/cgi-bin/wa?A2=ind0210&L=physlrnr&P=R4124&X=2DA2B0378B187F7D09&Y=rrhake@earthlink.net>.

Hake, R.R. 2002b. ": The Gobbledegook Solution - Posting
Suggestions," PhysLrnR post of 12 Oct 2002 11:29:59-0700; online at
<http://listserv.boisestate.edu/cgi-bin/wa?A2=ind0210&L=physlrnr&O=A&X=2F028B0D2E3438E5F1&Y=rrhake@earthlink.net&P=4232>.
k.net&P=4232>. Ignored suggestion #8 is "GIVE COMPLETE AND ACCURATE
SETS OF REFERENCES."

Hake, R.R. 2002c. "Why Not Give References?" Phys-L post of 20 Sep
2002 15:00:25-0700; online at
<http://lists.nau.edu/cgi-bin/wa?A2=ind0209&L=phys-l&P=R30218>.

Hake, R.R. 2002d. "UK: 'Polite' women find it tough in physics -
forward from Jerry Becker," PhysLrnR post of 8 Sep 2002
08:33:01-0700; online at
<http://listserv.boisestate.edu/cgi-bin/wa?A2=ind0209&L=physlrnr&P=R3165&X=1A51E216C6D41FD4E7&Y=rrhake@earthlink.net&m=2985>.

Hake, R.R. 2002e. "Physics: For Women, the Last Frontier," post to
Assess, Biopi-L, Chemed-L, Evaltalk, PhysLnrR, Physhare, POD, and
STLHE-L of 23 Jul 2002 08:51:04-0700; online at
<http://lists.nau.edu/cgi-bin/wa?A2=ind0207&L=phys-l&P=R13718>. As an
introduction, gives the number of hits for the keywords "gender" and
"women" when typed into the "subject' slots of the archive search
engines of the above lists.

Hein, W. 2002. "MentorNet" Phys-LrnR/Phys-L post of 7 Oct 2002
08:43:02-0400, online at
<http://lists.nau.edu/cgi-bin/wa?A2=ind0210&L=phys-l&P=R5894>.

Kleinfeld, J. 1998. "The Myth That Schools Shortchange Girls: Social
Science in the Service of Deception," prepared for "The Women's
Freedom Network"; online at
<http://www.uaf.edu/northern/schools/myth.html>. (See AAUW 1991.) Kleinfeld
<http://www.uaf.edu/northern/program/faculty/klnfld.html> is
professor of psychology at the University of Alaska Fairbanks, with
publications on gender issues, the education of culturally diverse
children, and the education of children with fetal alcohol syndrome.
In 1993, she won the Emil Usibelli Award for Distinguished Research.

Koertge, N. ed. 1998. "A House Built on Sand: Exposing Postmodern
Myths About Science." Oxford University Press. (For
anti-postmodernist comment on the work of Ruth Bleier, Sandra
Harding, Evelyn Fox Keller, Helen Longino, and Londa Schiebinger see
the corresponding index headings.)

Mallow, J.V. & R.R. Hake. 2002. "Gender Issues in Physics/Science
Education (GIPSE) - Some Annotated References"; online at
<http://www.luc.edu/depts/physics/mallow.html> and
<http://www.physics.indiana.edu/~hake>: about 300 references and 200
hot-linked URL's.

MacIsaac, D.L. 2000. "Communities of on-line physics educators," The
Physics Teacher 38(4): 210-213; online as a pdf at
<http://PhysicsEd.BuffaloState.edu/PHYS-L/index.html>.

MacLeod, D. "'Polite women find it tough in physics," The Guardian, 4
September 2002; online at
<http://education.guardian.co.uk/Print/0,3858,4494313,00.html>. This
reference was brought to the attention of PhysLrnR's by reference
freak R.R. Hake (2002d).

NAP. 2000. National Academy Press. Committee on Women in Science and
Engineering. "Who Will Do the Science of the Future? A Symposium on
Careers of Women in Science"; online at
<http://www.nap.edu/catalog/10008.html>. See especially the
contributions by Lederman (2000), Georgi (2000c), and Dresselhaus
(2000) to this symposium.

Podrey, F. 2002. "Re: MentorNet (one woman's response)," Phys-L post
of 9 Oct 2002 22:07:38-0400; online at
<http://lists.nau.edu/cgi-bin/wa?A2=ind0210&L=phys-l&P=R11045>.

Sadker,M. & D. Sadker. 1995. "Failing Fairness: How Our Schools Cheat
Girls." Touchstone Books. See also AAUW (1992) with the same theme,
and the assertive dissent by Kudith Kleinfeld (1998).

Tobias, S., M. Urry, & A. Venkatesan. 2002. "Physics: For Women, the
Last Frontier, editorial, Science 296: 5571; online at
<http://www.sciencemag.org/cgi/content/summary/296/5571/1201>. Report on the
International Union of Pure and Applied Physics (IUPAP)-sponsored
international conference on women in physics held 7 to 9 March 2002
in Paris
<http://www.if.ufrgs.br/~barbosa/conference.html>. Tobias et al.
report: "NEITHER THE SPEAKERS IN THE FORMAL SESSIONS NOR THE
DELEGATES ENTERTAINED THE POSTMODERNIST POSITION THAT WITHOUT WOMEN,
SCIENCE MUST BE BIASED. Rather, the distinction was drawn between the
conduct of science and the behavior of scientists, in this case
physicists. To be sure, women need to better understand the
mechanisms of hiring, funding, and promotion; that is, how to play
the game. But the game itself has to be purged of cloning, patronage,
and outright discrimination if transparency in hiring and promotion
is to become the rule. 'Excellent men have nothing to fear from
transparency,' concluded a French delegate." (Our CAPS.) Non-AAAS
members may access the editorial by taking a few minutes to complete
a free limited-access registration. [See also the reports in Physics
Today by Feder (2002) and in APS News by Anon (2002).] The Tobias et
al. editorial was brought to the attention of numerous discussion
lists by Hake (2002e).

Valian, V. 1999a. "Why so Slow?" MIT Press. A synopsis, evidently by
Valian herself, appears at
<http://maxweber.hunter.cuny.edu/psych/faculty/valian/valian.htm>:
"Why do so few women occupy positions of power and prestige? This
book uses concepts and data from psychology, sociology, economics,
and biology to explain the disparity in the professional advancement
of men and women. The claim is that men and women alike have implicit
hypotheses about gender differences - GENDER SCHEMAS - that create
small sex differences in characteristics, behaviors, perceptions, and
evaluations of men and women. Those small imbalances accumulate to
advantage men and disadvantage women. THE MOST IMPORTANT CONSEQUENCE
OF GENDER SCHEMAS FOR PROFESSIONAL LIFE IS THAT MEN TEND TO BE
OVERRATED AND WOMEN UNDERRATED. Although most men and women in the
professions sincerely hold egalitarian beliefs, those beliefs alone
cannot guarantee impartial evaluation and treatment of others. Only
by understanding how our perceptions are skewed by gender schemas can
we begin to perceive ourselves and others accurately. The goal in
"Why So Slow?" is to make the invisible factors that retard women's
progress visible so that fair treatment of men and women will be
possible. THE BOOK MAKES ITS CASE WITH EXPERIMENTAL AND OBSERVATIONAL
DATA FROM LABORATORY AND FIELD STUDIES OF CHILDREN AND ADULTS, AND
WITH STATISTICAL DOCUMENTATION ON MEN AND WOMEN IN THE PROFESSIONS.
The many anecdotal examples throughout provide a lively
counterpoint." (Our CAPS.)
According to MIT World at
<http://web.mit.edu/mitworld/content/engineering/valian.html>:
"Virginia Valian is Professor of Psychology and Linguistics at Hunter
College and the Graduate Center of the City University of New York
(CUNY). She is a cognitive scientist whose research focuses on
language acquisition in two-year-olds, second language acquisition,
and sex differences in cognition."

Valian, V. 1999b. "Sex, Schemas, and Success: What's Keeping Women
Back?" STATUS, January; online in pdf form at
<http://www.aas.org/~cswa/pubs.html>.

Ziman, J.M. 2000, "Real Science" Cambridge University Press; esp.
Section 9.1 "The agonistic element": ". . .such disputes are all part
of the action. Thus authors often revise their papers in the light of
comments by skeptical referees. The most important manifestation of
the norm of skepticism is not selection but CRITICISM. When
scientists communicate with one another, publicly or privately,
formally or informally, they do not just transfer information from
mind A to mind B; they engage in DIALOGUE. The scientific culture is
an institutionalized context for ARGUMENTATION. A scientific
community is an agonistic field where researchers cross verbal swords
over the significance of each other's claims." (EMPHASIS in the
original). [As a sword-scarred 40-year veteran of the
rough-and-tumble world of traditional hard-core physics research, I
can vouch for the accuracy of Ziman's assessment.]

THE END !!

This posting is the position of the writer, not that of SUNY-BSC, NAU or the AAPT.