What to Study
What will the test look like?
Multiple choice, short and medium answer questions. Some questions are to show your knowledge of the material covered, while others will test your ability to synthesize (put together) concepts from different parts of the course. You will have the whole class.
Another option: One essay-type question. To ace this version of the test you need to show your understanding of individual elements of the course and your ability to put them together to discuss a theme. You need to use lots specific examples to back up your points. Essay will be marked on in-depth use of a variety of course materials, original connections and use of examples, accuracy, clarity and organization (but not spelling!).
Send an MIO before midnight on Wednesday if you prefer this option.
You are allowed a memory aid which is to be all your own work (no collaboration). The sheet for this will be distributed on Tuesday.
Another option: One essay-type question. To ace this version of the test you need to show your understanding of individual elements of the course and your ability to put them together to discuss a theme. You need to use lots specific examples to back up your points. Essay will be marked on in-depth use of a variety of course materials, original connections and use of examples, accuracy, clarity and organization (but not spelling!).
Send an MIO before midnight on Wednesday if you prefer this option.
You are allowed a memory aid which is to be all your own work (no collaboration). The sheet for this will be distributed on Tuesday.
Essay Test Questions (Four will be on the test. You answer one.)
Watch Your Language
It has been assumed that Science and Medicine are objective, rational and uninfluenced by social/cultural concerns. Martin’s discussion of the use of metaphor in science shows that this is not necessarily true. Discuss a range of other examples (aka not Martin) with an emphasis on the use of metaphor, imagery, choice of terminology, neologisms and other rhetorical devices.
You Must Have Been a Beautiful Baby
Considerable time was spent this semester discussing eugenics. Using material from the course including stuff from at least five of the websites or presentations, explain how eugenics ideologies were widespread and influenced Western culture in many ways.
Sugar and Spice? What are Girls Made of?
The definition of the normal female body and mind is a topic that appears in the historical cases we have considered. Discuss examples which show how ides in a culture about race, gender, sexuality, class and ability have influenced the scientific study of women.
Science and Sorting Hat?
From the 1700s onwards, science was concerned with classifying living things. With reference to race, class, gender, sexuality, and ability, explain some of the projects which great out of this interest. Consider the ways in which such projects were similar to each other or influenced each other.
The Road to Hell?
In many of the cases we have studied, the researchers, scientists and doctors had good intentions. Give examples of these and explain in detail why good intentions are not enough to guard against abusive practices of all kinds, including the definition of certain types of people as inferior.
It has been assumed that Science and Medicine are objective, rational and uninfluenced by social/cultural concerns. Martin’s discussion of the use of metaphor in science shows that this is not necessarily true. Discuss a range of other examples (aka not Martin) with an emphasis on the use of metaphor, imagery, choice of terminology, neologisms and other rhetorical devices.
You Must Have Been a Beautiful Baby
Considerable time was spent this semester discussing eugenics. Using material from the course including stuff from at least five of the websites or presentations, explain how eugenics ideologies were widespread and influenced Western culture in many ways.
Sugar and Spice? What are Girls Made of?
The definition of the normal female body and mind is a topic that appears in the historical cases we have considered. Discuss examples which show how ides in a culture about race, gender, sexuality, class and ability have influenced the scientific study of women.
Science and Sorting Hat?
From the 1700s onwards, science was concerned with classifying living things. With reference to race, class, gender, sexuality, and ability, explain some of the projects which great out of this interest. Consider the ways in which such projects were similar to each other or influenced each other.
The Road to Hell?
In many of the cases we have studied, the researchers, scientists and doctors had good intentions. Give examples of these and explain in detail why good intentions are not enough to guard against abusive practices of all kinds, including the definition of certain types of people as inferior.
"Women's Voices in 19th Century Medical Discourses" here
Reading for Tuesday
Our Schedule
April 24 Theriot Article
April 26 New Stuff and Review
May 1 New Stuff (a bit) and Review
May 3 Final Test
April 26 New Stuff and Review
May 1 New Stuff (a bit) and Review
May 3 Final Test
Need help on MLA citations?
Learning how and when to cite your sources important. This tutorial helps you learn how and practice, and if you need a reminder, it is always here.
Hint use the coaching cards (also available on the Omnivox landing page) for a quick reference.
Hint use the coaching cards (also available on the Omnivox landing page) for a quick reference.
A Few Extra Hints
_My paper is 1500 words long, plus 250 words for the reflection part.
_I have avoided the use of "I" and "you" (except in the reflection part).
_I have cited my sources every time I have quoted.
_I have cited my sources every time I have paraphrased or put things in my own words.
_I have avoided the use of casual language and contractions (don't, can't, etc.)
_I have used all my sources in a way where the material is synthesized (ie. haven't presented each source separately)
_I have proofread (or better yet, got someone else to proofread!) my paper
_I have avoided the use of "I" and "you" (except in the reflection part).
_I have cited my sources every time I have quoted.
_I have cited my sources every time I have paraphrased or put things in my own words.
_I have avoided the use of casual language and contractions (don't, can't, etc.)
_I have used all my sources in a way where the material is synthesized (ie. haven't presented each source separately)
_I have proofread (or better yet, got someone else to proofread!) my paper
Q. What do I write in the afterword where I reflect on my research?
A. Discuss your responses and reactions to what you discovered. Make connections between your research and the course. Speculate on how groups in power maintained that power over disenfranchised groups.
Research Paper
Grading Grid
/20 Five good (recent, reliable, good length) sources and use of all of them and MLA format
/25 Thesis and structure of essay (intro and conclusion which outline thesis and main points to be made, one idea per paragraph, transitions between ideas), clear thesis and good definition of topic
/25 Sophisticated of use of sources, comparison, demonstrated understanding of concepts, sources’ methodology, etc.
/15 Afterword/reflection
/15 Proofreading, spelling, grammar, sentence structure, etc. and appropriate choice and smooth integration of quoted and paraphrased material
You've had the instructions for a while. Now it is time to choose your topic. Do a little preliminary research to help you find a workable topic (scholarly, peer-reviewed journals only!).
/20 Five good (recent, reliable, good length) sources and use of all of them and MLA format
/25 Thesis and structure of essay (intro and conclusion which outline thesis and main points to be made, one idea per paragraph, transitions between ideas), clear thesis and good definition of topic
/25 Sophisticated of use of sources, comparison, demonstrated understanding of concepts, sources’ methodology, etc.
/15 Afterword/reflection
/15 Proofreading, spelling, grammar, sentence structure, etc. and appropriate choice and smooth integration of quoted and paraphrased material
You've had the instructions for a while. Now it is time to choose your topic. Do a little preliminary research to help you find a workable topic (scholarly, peer-reviewed journals only!).
Student Websites on Eugenics
Popular Eugenics edited by Currell and Cogdell
Chapter 2 Eugenic Decline and Recovery in Self-Improvement Literature of the Thirties--Alex K
Chapter 3 Drilling Eugenics into People's Minds--Jeremy
Chapter 4 Explaining Sexual Life to Your Daughter--Mathew
Chapter 5 Defending Jeeter--Bradley
Chapter 6 Poor Whites and the Federal Writer's Project--Sam Presents
Chapter 7 The Descent of Yoknapatawpha--Sherif Presents
Chapter 8 Shiza's Presentation on American Adonis
Chapter 9 Smooth Flow: Biological Efficiency and Streamline Design--Zach presents
Chapter 10 Apes Men and Teeth--Guilllaume will present
Chapter 11, Classical Bodies versus the Criminal Carnival: Eugenics Ideology in 1930s Popular Art from Popular Eugenics--Matthew
Chapter 12 Scientific Selection on the Silver Screen--Patrick
Chapter 13 Monsters in the Bed--Mara
Chapter 14 The Nazi Eugenics Exhibit in the United States--Viral
Alexandra Stern's Eugenic Nation
Chapter 1 Race Betterment and Tropical Medicine in Imperial San Francisco--Alessandro Presents
Chapter 2 Quarantine and Eugenics Gatekeeping on the US-Mexico Border--James
Chapter 2 Eugenic Decline and Recovery in Self-Improvement Literature--Alex
Chapter 3 Instituting Eugenics in California--Jake
Chapter 4 Californian Landscapes and Eugenics--Dario.
Chapter 5 California's Eugenic Landscapes Morgan
Chapter 5 Faults and Frontiers of Better Breeding in Modern America Hoang Anh
Chloe Campbell's Race and Empire
Douglas Presents on Chapter 2 British Eugenics, Empire and Race
Oliver Presents on Chapter 3
Giordano Presents on Chapter 4
Adam Presents on Chapter 5
Nicole Rafter-Hahn's Creating Born Criminals
Chapter 3 Criminalizing the Mentally Retarded--Amalia
Chapter 11 The Aftermath of Eugenic Criminology--Gabriel
Nancy Ordover's Race, Queer Anatomy and the Science of Nationalism
Chapter 1 Calculating Hysteria--Anne will present
The Abiding Panic and Science as Saviour--Reshny
Wendy Kline's Building a Better Race
Chapter 1 Motherhood, Morality and the Moron--Tyler
Chapter 2 From Segregation to Sterilization--Nicole
Chapter 3 Sterilization without Unsexing--Jessica
Chapter 4 A New Deal for the Child--Alex L
Chapter 4 A New Deal for the Child--Victoria
Chapter 5 Marriage is not Complete without Children--Mayumi's Presentation
Chapter 2 Eugenic Decline and Recovery in Self-Improvement Literature of the Thirties--Alex K
Chapter 3 Drilling Eugenics into People's Minds--Jeremy
Chapter 4 Explaining Sexual Life to Your Daughter--Mathew
Chapter 5 Defending Jeeter--Bradley
Chapter 6 Poor Whites and the Federal Writer's Project--Sam Presents
Chapter 7 The Descent of Yoknapatawpha--Sherif Presents
Chapter 8 Shiza's Presentation on American Adonis
Chapter 9 Smooth Flow: Biological Efficiency and Streamline Design--Zach presents
Chapter 10 Apes Men and Teeth--Guilllaume will present
Chapter 11, Classical Bodies versus the Criminal Carnival: Eugenics Ideology in 1930s Popular Art from Popular Eugenics--Matthew
Chapter 12 Scientific Selection on the Silver Screen--Patrick
Chapter 13 Monsters in the Bed--Mara
Chapter 14 The Nazi Eugenics Exhibit in the United States--Viral
Alexandra Stern's Eugenic Nation
Chapter 1 Race Betterment and Tropical Medicine in Imperial San Francisco--Alessandro Presents
Chapter 2 Quarantine and Eugenics Gatekeeping on the US-Mexico Border--James
Chapter 2 Eugenic Decline and Recovery in Self-Improvement Literature--Alex
Chapter 3 Instituting Eugenics in California--Jake
Chapter 4 Californian Landscapes and Eugenics--Dario.
Chapter 5 California's Eugenic Landscapes Morgan
Chapter 5 Faults and Frontiers of Better Breeding in Modern America Hoang Anh
Chloe Campbell's Race and Empire
Douglas Presents on Chapter 2 British Eugenics, Empire and Race
Oliver Presents on Chapter 3
Giordano Presents on Chapter 4
Adam Presents on Chapter 5
Nicole Rafter-Hahn's Creating Born Criminals
Chapter 3 Criminalizing the Mentally Retarded--Amalia
Chapter 11 The Aftermath of Eugenic Criminology--Gabriel
Nancy Ordover's Race, Queer Anatomy and the Science of Nationalism
Chapter 1 Calculating Hysteria--Anne will present
The Abiding Panic and Science as Saviour--Reshny
Wendy Kline's Building a Better Race
Chapter 1 Motherhood, Morality and the Moron--Tyler
Chapter 2 From Segregation to Sterilization--Nicole
Chapter 3 Sterilization without Unsexing--Jessica
Chapter 4 A New Deal for the Child--Alex L
Chapter 4 A New Deal for the Child--Victoria
Chapter 5 Marriage is not Complete without Children--Mayumi's Presentation
Q. How to make a good website?
Include all main ideas and examples from your text. Be selective, but also give a complete picture.
Use visuals, links, quizzes and other website features and break up text into manageable chunks. Use titles, lists--anything to be clear.
Make it engaging and interesting for the audience.
Quote sparingly and cite when you do. (Any words, even three for four in a row, from the original text need to be put in quotation marks.)
Sign in here with name and password sent by MIO.
Use visuals, links, quizzes and other website features and break up text into manageable chunks. Use titles, lists--anything to be clear.
Make it engaging and interesting for the audience.
Quote sparingly and cite when you do. (Any words, even three for four in a row, from the original text need to be put in quotation marks.)
Sign in here with name and password sent by MIO.
Want to start thinking out the final essay?
Here are the instructions. It is due April 19th at the beginning of class.
20% Eugenics in Depth Website Option Due March 29
CHOOSE your article: Sign up for an article on eugenics on LÉA forum.
Read that article carefully, taking note of the thesis and the author's main claims or examples, and highlighting significant quotations.
CHOOSE your assignment:
EITHER a 5-7 minute presentation in which you clearly and fully explain your article in a creative and engaging manner (your challenge is to do this without a traditional powerpoint presentation),
OR produce a website which presents the material in an engaging, attractive and clear way.
If you choose the website, be prepared for us to call up the website in class and give you a couple of minutes to explain the top ten things one can learn from the article.
Can use any website platform. I will make Weebly ones available (since I can most help you with it).
Read that article carefully, taking note of the thesis and the author's main claims or examples, and highlighting significant quotations.
CHOOSE your assignment:
EITHER a 5-7 minute presentation in which you clearly and fully explain your article in a creative and engaging manner (your challenge is to do this without a traditional powerpoint presentation),
OR produce a website which presents the material in an engaging, attractive and clear way.
If you choose the website, be prepared for us to call up the website in class and give you a couple of minutes to explain the top ten things one can learn from the article.
Can use any website platform. I will make Weebly ones available (since I can most help you with it).
Next Reading "Nazi Medicine"
We will have a quiz on Thursday.
Watch The Sterilization of Leilani Muir
Go to the John Abbott website. Go to Library. Search "Leilani Muir". We have the documentary on VHS (Woo!). Scroll down to find the online version. It is 45 minutes.
Answer the questions below. We will discuss them and the "Clinical Photographs" article on Thursday.
Answer the questions below. We will discuss them and the "Clinical Photographs" article on Thursday.
1. Describe who was on the Eugenics Board and what their role was.
2. Who is seen as the father of eugenics?
3. What kinds of people were most likely to be institutionalized and sterilized?
4. What factors contributed to the sterilization of Leilani Muir?
5. What parallels can be drawn between this case and the Tuskegee Study?
True or False?
_Sterilization measures in Alberta predated Nazi eugenics measures.
_Initially the Eugenics board was required to get the patient’s consent for sterilization
_The sterilization measures were based on objective scientific evidence that the feebleminded have more children and cannot care for them.
_Young men and boys with Down’s syndrome were sterilized to prevent reproduction.
_Immigrants’ poor performances on IQ tests were often due to factors other than low intelligence.
_Alfred Binet developed the IQ test to identify genetically transmitted idiocy
_Imbecile and moron were the official scientific terms for different levels of feeblemindedness
2. Who is seen as the father of eugenics?
3. What kinds of people were most likely to be institutionalized and sterilized?
4. What factors contributed to the sterilization of Leilani Muir?
5. What parallels can be drawn between this case and the Tuskegee Study?
True or False?
_Sterilization measures in Alberta predated Nazi eugenics measures.
_Initially the Eugenics board was required to get the patient’s consent for sterilization
_The sterilization measures were based on objective scientific evidence that the feebleminded have more children and cannot care for them.
_Young men and boys with Down’s syndrome were sterilized to prevent reproduction.
_Immigrants’ poor performances on IQ tests were often due to factors other than low intelligence.
_Alfred Binet developed the IQ test to identify genetically transmitted idiocy
_Imbecile and moron were the official scientific terms for different levels of feeblemindedness
"The World's Best Known Moron"
There is a page missing from the text on Clinical Photographs. Here it is.
Final Reading Before Reading Week
Read Schiebinger's "Anatomy of Difference" for Thursday.
More than ever needed to know about the cultural history of beards as they relate to the definition of "race".
Homework Assignment 5%
PICK ONE. Must be all your own work! Due at the beginning of class Thursday at HO-105.
A dozen tweets (140 characters or less) in which the many scientists in Londa Schiebinger's article (and even Schiebinger herself) have a conversation. OR
A pro or anti beard essay (max. 500 words) in which you use material from the article. Make sure you cite. OR
A short paper (max 500 words) which makes as many connections between the article and the course as you can. Make sure you cite.
More than ever needed to know about the cultural history of beards as they relate to the definition of "race".
Homework Assignment 5%
PICK ONE. Must be all your own work! Due at the beginning of class Thursday at HO-105.
A dozen tweets (140 characters or less) in which the many scientists in Londa Schiebinger's article (and even Schiebinger herself) have a conversation. OR
A pro or anti beard essay (max. 500 words) in which you use material from the article. Make sure you cite. OR
A short paper (max 500 words) which makes as many connections between the article and the course as you can. Make sure you cite.
Museum Field Trip: Sunday!
The Redpath assignment is based on this article.
Here are your assignment options for assignments worth 5, 10 or 15%. You can do any combination that adds up to 15% of your final grade.
We had a good time! It was crazy busy. Who knew that everyone decides to go to the museum when the weather is terrible? See our pictures here.
Paper is due one week after you visit by MIO.
(Haven't visited yet? MIO to propose a date.)
Here are your assignment options for assignments worth 5, 10 or 15%. You can do any combination that adds up to 15% of your final grade.
We had a good time! It was crazy busy. Who knew that everyone decides to go to the museum when the weather is terrible? See our pictures here.
Paper is due one week after you visit by MIO.
(Haven't visited yet? MIO to propose a date.)
Bonus Opportunity!
Submit a fully annotated image of Nurse Rivers by Friday, March 2nd (in class or in my office) for a bonus on the Tuskegee Presentations.
Next 5% Assignment Feb. 15th
Quiz on Gloria Marshall's "Racial Classifications" and Anne Fausto-Sterling's "Gender, Race and Nation" about Georges Cuvier.
This is a homework assignment. Your best four count. You can replace a low grade with a higher one! For example, if you plan on doing the museum trip/assignment, you would not have to worry too much about this quiz :) Dog ate your course pack? Get the "Gender, Race and Nation" reading here. |
Table of Contents for Tuskegee Truths here.
Marks for Museum Visit
As you know you need to do at least four 5% quizzes/short assignments. The best marks in the category will count.
We have done two so far. If you go to the Redpath you can do an assignment based on this article worth 3x5%=15%. (Or a shorter one for 10% or 5% if you prefer.)
We have done two so far. If you go to the Redpath you can do an assignment based on this article worth 3x5%=15%. (Or a shorter one for 10% or 5% if you prefer.)
Tuskegee in Depth: Things to do for Tuesday, Feb. 6th
1.. Start reading and summarizing your article, answering the questions provided in class.
2. Work on summarizing your article on one sheet of paper (like a study aid, or our egg and sperm exercise--drawing optional this time!)
3. In class, discuss and compare articles in groups to prepare to present them (starting Feb. 13th).
If you need help, let me know.
2. Work on summarizing your article on one sheet of paper (like a study aid, or our egg and sperm exercise--drawing optional this time!)
3. In class, discuss and compare articles in groups to prepare to present them (starting Feb. 13th).
If you need help, let me know.
Thursday, Feb. 8th Guest Lecturer!
Concordia Irish Studies Doctoral Candidate, Molly-Claire Gillet, will be coming to speak to you about her work on ethnic stereotyping and representation.
NOTE: We also have a reading that day: Gloria Marshall's "Racial Classifications"
NOTE: We also have a reading that day: Gloria Marshall's "Racial Classifications"
5% Quirks and Quarks Assignment for Feb. 1st
1. Listen to an episode of Quirks and Quarks. Choose any whole program (50 minutes) from 2017--2018. One show per person. Sign up on LÉA.
2. Take careful notes. Discuss material presented on Q&Q in relation to things learned in class. Start by identifying the kind of science being discussed (paleoanthropology, thermodynamics, etc.), then use terms related to that (young or mature, data-rich or data-poor, experimental/observational, etc.). Discuss the particular studies. Can you use the metaphors of the filter (frontier science?) or the puzzle (how are these scientists working as part of the larger scientific community)? Show your mastery of concepts covered in class. Keep your ears open for the use of metaphor. 3. Bring your notes to class February 1st and answer questions demonstrating your observations on how the show relates to ideas from the course. *Anything discussed in class is fair game. |
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Reading for Jan. 30th
The reading for is in the course pack. It is by James Jones, who really is the guy who wrote the book about the so-called Tuskegee syphilis experiment.
Need a soundtrack for your reading? Check the videos below.
There will be a presentation worth 15% of your grade where we go into depth on this historical study. There is an opportunity to work with a partner on this. If that option interests you, let me know.
Need a soundtrack for your reading? Check the videos below.
There will be a presentation worth 15% of your grade where we go into depth on this historical study. There is an opportunity to work with a partner on this. If that option interests you, let me know.
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Moon News here! |
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Use of Metaphor in Science and Medicine
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"The Egg and the Sperm"
Read "The Egg and the Sperm" here.
5% Assignment: 1. Read the article carefully and identify the main ideas and examples. 2. Convey this information in a clear, complete, concise, creative and engaging manner on one sheet of paper.
Examples will be circulated in class. Here are some examples of student work.
Study Questions
1. Martin discusses the use of the concept of “waste” in accounts of reproductive biology. What processes are consistently characterized as wasteful? Which processes could be, but are not?
2. In traditional accounts of fertilization, which characteristics are associated with eggs, and which with sperm?
3. In newer accounts (Johns Hopkins lab, Schatten lab and Wassarman’s lab), how are eggs and sperm characterized?
4. Does Martin believe that the facts of biology are always constructed in cultural terms? Are they in the cases she examines?
5. What social consequences could result from the use of stereotypical male and female imagery in describing cells?
6. According to Martin what is more crucial than identifying the kinds of personalities that we are bestowing on cells?
2. In traditional accounts of fertilization, which characteristics are associated with eggs, and which with sperm?
3. In newer accounts (Johns Hopkins lab, Schatten lab and Wassarman’s lab), how are eggs and sperm characterized?
4. Does Martin believe that the facts of biology are always constructed in cultural terms? Are they in the cases she examines?
5. What social consequences could result from the use of stereotypical male and female imagery in describing cells?
6. According to Martin what is more crucial than identifying the kinds of personalities that we are bestowing on cells?
NEWS! Textbook available at bookstore!
Our course pack (barcode 99990015286, Ethics in Science) is in the bookstore soon! It costs $12.
Notes on Science and Scientific Literacy
Get Course Outline here
Bibliography
Alberti, Samuel J. M. M. "Objects and the Museum." Isis 96.4 (2005): 559-571.
Elks, Martin. "Clinical Photographs.” Picturing Disability: Beggar, Freak, Citizen and Other Photographic Rhetoric. Ed. Robert Bogdan. Syracuse: Syracuse UP, 2012. 76-98.
Fausto- Sterling, Anne. "Gender, Race, and Nation: The Comparative Anatomy of 'Hottentot' Women in Europe, 1815–1817." Deviant Bodies: Critical Perspectives on Difference in Science and Popular Culture. Eds. Jennifer Terry and Jacqueline Urla. Bloomington: Indiana University Press, 1995: 19-48.
Forgan, Sophie. "Building the Museum: Knowledge, Conflict and the Power of Place." Isis 96.4 (2005): 572-585.
Jones, James H. Bad Blood: The Tuskegee Syphilis Experiment. New and expanded ed. Toronto: Maxwell Macmillan Canada, 1993.
Kohlstedt, Sally Gregory. “Thoughts in Things” Modernity, History, and North American Museums." Isis 96.4 (2005): 586-601.
Martin, Emily. “The Egg and the Sperm: How Science Has Constructed a Romance Based on Stereotypical Males Female Roles.” Gender and Scientific Authority. Eds. Barbara Laslett, Sally Gregory Kohlstedt, Helen Longino and Evelynn Hammonds. Chicago: U of Chicago P, 1996. 323-339.
Marshall, Gloria. "Racial Classifications: Popular and Scientific." The "Racial" Economy of Science: Toward a Democratic Future. Ed. Sandra Harding. Bloomington: Indiana UP, 1993. 116-127.
Proctor, Robert. “Nazi Medicine and the Politics of Knowledge.” The "Racial" Economy of Science: Toward a Democratic Future. Ed. Sandra Harding. Bloomington: Indiana UP, 1993. 344-58
Theriot, Nancy M. “Women’s Voices in Nineteenth Century Medical Discourse: A Step Towards Deconstructing Science.” Gender and Scientific Authority. Eds. Barbara Laslett, Sally Gregory Kohlstedt, Helen Longino and Evelynn Hammonds. Chicago: U of Chicago P, 1996. 124-54.
Schiebinger, Londa. "Anatomy of Difference." Nature's Body: Gender in the Making of Modern Science. New Brunswick, New Jersey: Rutgers UP, 2004. 115-142.
Elks, Martin. "Clinical Photographs.” Picturing Disability: Beggar, Freak, Citizen and Other Photographic Rhetoric. Ed. Robert Bogdan. Syracuse: Syracuse UP, 2012. 76-98.
Fausto- Sterling, Anne. "Gender, Race, and Nation: The Comparative Anatomy of 'Hottentot' Women in Europe, 1815–1817." Deviant Bodies: Critical Perspectives on Difference in Science and Popular Culture. Eds. Jennifer Terry and Jacqueline Urla. Bloomington: Indiana University Press, 1995: 19-48.
Forgan, Sophie. "Building the Museum: Knowledge, Conflict and the Power of Place." Isis 96.4 (2005): 572-585.
Jones, James H. Bad Blood: The Tuskegee Syphilis Experiment. New and expanded ed. Toronto: Maxwell Macmillan Canada, 1993.
Kohlstedt, Sally Gregory. “Thoughts in Things” Modernity, History, and North American Museums." Isis 96.4 (2005): 586-601.
Martin, Emily. “The Egg and the Sperm: How Science Has Constructed a Romance Based on Stereotypical Males Female Roles.” Gender and Scientific Authority. Eds. Barbara Laslett, Sally Gregory Kohlstedt, Helen Longino and Evelynn Hammonds. Chicago: U of Chicago P, 1996. 323-339.
Marshall, Gloria. "Racial Classifications: Popular and Scientific." The "Racial" Economy of Science: Toward a Democratic Future. Ed. Sandra Harding. Bloomington: Indiana UP, 1993. 116-127.
Proctor, Robert. “Nazi Medicine and the Politics of Knowledge.” The "Racial" Economy of Science: Toward a Democratic Future. Ed. Sandra Harding. Bloomington: Indiana UP, 1993. 344-58
Theriot, Nancy M. “Women’s Voices in Nineteenth Century Medical Discourse: A Step Towards Deconstructing Science.” Gender and Scientific Authority. Eds. Barbara Laslett, Sally Gregory Kohlstedt, Helen Longino and Evelynn Hammonds. Chicago: U of Chicago P, 1996. 124-54.
Schiebinger, Londa. "Anatomy of Difference." Nature's Body: Gender in the Making of Modern Science. New Brunswick, New Jersey: Rutgers UP, 2004. 115-142.
Science and Scientists
Representations of science and scientists in pop culture show us how ambivalent we are about both.
Here is a Tumblr blog of real scientists showing us how they really look! Here is Scientific American's version. Want to be your own evil genius? Here is an online name generator for evil names. I recommend adding "Dr." or "Professor" in front of them for the full effect! |
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