Society itself teaches us how our mindset is supposed to be. Children are being taught a certain idea at an early age. If children are taught at an early age about a certain idea, as adults, they will believe that the idea is true. In her article Reflections on Gender and Science, Evelyn Keller states that it was common to hear teachers, scientist, and parents say that women cannot and should not be a scientist (77). According to this idea, women lacked the strength, rigor, and clarity of mind that one needs to be a scientist. Only men had those characteristics, which is why science should be for men. If a child is taught that idea at a young age, he or she grows up believing it’s true. The people that interact with the children the most are the ones that have …show more content…
“Blacks, women, and the lower classes were seen as having more ancestral brains than white males and they were said to have brains more equivalent to those of white male children rather than white male adults; that is, they were not considered to reach a fully developed state of intellect” (Kaplan and Rogers 35). According to this quote, there is no such thing as a smart woman. Society expected women to have no great intelligence. This goes back to the idea why women can’t be scientist due to their lack of intelligence. If women lack intelligence and cannot be a scientist, then what should they be? If they can’t act intelligent, then how should they act? Woman should stick to their society roles and stay away from thinking the way a male is expected to think. A woman thinking scientifically is considered to be thinking like a man (Keller 77). Keller’s statement explains that science is considered to be a male subject. It is not appropriate for females to think scientifically. Women then begin to get treated differently because they are not meeting society’s
Many women scientist upheld and defended their positions as learned, scientific individuals. Marie Meurdrac, a French scientist, in a foreword to a publication stated clearly that women’s and men’s minds, if thought in the same manner would hold no difference.(Doc 2) Similarly, Dorothea Erxleben understood and explained why men and women alike look down on her for studying science because they feel that it is an insult.(Doc 9) Her experiences as a female scientist led her to truly grasp why her persecutors acted as they did towards her although this document shows no signs that she thinks the same. Maria Sibylla Merian, a German entomologist, discussed some of her scientific practices that encompass her dedication and fascination with science.(Doc 5) Another example of this whole-hearted dedication comes from Marquis...
The 17th and 18th centuries saw the embryonic stage of women’s quest for intellectual and social parity with men. The evolution of women’s fight for equal opportunities was bogged down by a long history of stereotyping and condescension. Women were weaker physically, bore children and nurtured them. The economics and culture of Europe at this time was strongly influenced by religion and resulted in prejudice against women. The dominating religions of Europe in the 1600’s and 1700’s (Catholicism and Protestantism), citing the bible, reinforced women’s roles as mother’s, wives, and homemakers. Women were considered the weaker sex both physically and mentally. Men and most women assumed that because women gave birth and produced milk for their infants, God intended that their place was in the home. Men’s egos, as well, did not allow for women to compete with them. Males thought their place was to rule, fight wars, provide income, teach and be the head of his family. Women were not accepted in academics, politics, church leadership, business, or the military. Despite these prejudices, women saw an opportunity in the sciences. As a discipline based on observations and deductive reasoning it did not necessarily require a comprehensive academic background. Since most women were deprived of the more advanced education that men received, it was the perfect field for them to begin their pursuit of equality. As a result, a growing number of women actively participated in scientific research in chemistry, astronomy, biology, botany, medicine, and entomology.
At birth, we are a blank slate, regardless of gender. We are introduced into a world that wrongly believes gender defines who we are and what we shall be. Everything we see, hear, taste, smell, and feel impacts our minds and how we react. Therefore, behaviors between the sexes are learned from our interactions with the opposite sex and how we, as individuals, see our world. In the literary piece, The Distrust between the Sexes, Karen Horney asks this question: “…What special factors in human development lead to the discrepancy between expectations and fulfillment and what causes them to be of special significance in particular cases” (Horney)?
For a long time, women’s potential in Science was little to none. However, over the years, it has now changed because of the outstanding breakthroughs and encouraging accomplishments women have done through the years. It is because of them, women’s potential in Science and other realms of studies has now evolved with more understandings and discoveries. It is for the reason of Maria Mitchell, one of the first female astronomers to be recognized in Science, that women’s potential were essentially respected. Her discoveries during her time as a student, a teacher, and an astronomer paved the way for many others, not just in Science, but also for woman’s rights and potential to be seen.
Female scientists such as Maria Merian and Marquise Emilie du Chatelet had an impact on western science, demonstrating how women were capable of contributing to the sciences despite society’s opinions. Merian published her book Wonderful Metamorphoses and Special Nourishment of Caterpillars during a time when women were criticized for publishing books and demonstrates how society was not able to completely repress women in science (Doc 5). Marquise Emmilie du Chatelet’s letter to the Marquis Jean Francois de Saint-Lambert also demonstrates how women refused to be repressed by society. She refuted his reproach of her translating Newton’s Principia, a translation so thorough it is still used today (Doc 11). Some men in the sciences also gained a respect for women and their contributions. Not all men at the time believed women were incapable of learning at a university level like Junker did. Gottfried Leibniz, a German mathematician, even went as far as to state “women of elevated mind advanced knowledge more properly than do men.” As a philosopher Leibniz likely thought beyond society’s opinions, which is why he did not conform (Doc 7). Johannes Hevelius and Gottfried Krich disregarded the notion that collaborating with women was seen as embarrassing, and both collaborated with their wives (Doc 4 and Doc
229). According to the founding members of Royal Society, the rise of the masculine philosophy was going to be accomplished without the involvement of any women. In nineteenth century it twas believed that in order to be able to conduct real science women's exclusions was unquestionably necessary. The male domination in science, and undermining of women's intellect was upsetting a lot of women. Only few women at the time had the courage to challenge this thyps of philosophies and Margaret Cavendish was one of them. Cavendish always expressed her dissatisfaction about the unavailable higher education for women in universities. Cavendish added her concern that if things did not change withe in the near future she would not be able to put her work forward and have her influence on philosophy. Scince the nineteenth century a lot has changed in the benefit of women in science but we still have long way to go until we reach complete equality among sexes in science. Acording to Women, Gender, and Science The need for orbitals in Higher education Ingrid Bartsch mentions that “it is time for ideas already accepted by feminists to permeate the thick insulation that both protects and isolates the natural science, to explore ways that women’s studies and sciences might become legitimate partners in the production of future scientists. Today, with all the women presents in science it is easy to forget about the hardship women had to go trough in the nineteenth
In a randomized double- blind study, science faculty from a research- intensive university rated the application materials of a student who was randomly assigned either a male or female name – for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hirable than the identical female applicant. Meditation analysis indicated that the female student was less likely to be hired because she was viewed as less competent. Studies like this directly proves that gender bias lives in STEM societies. It is quite disturbing that the Stem society would stop low and practice in gender discrimination. For instance, DR. Vera Rubin was a pioneering astronomer who found the first empirical proof of “Dark Matter”. But before that she was rejected by Princeton for a graduate degree because their astronomy program did not accept women, this incident was in 1948 the policy was upheld until 1975. To think that it has only been forty one years that Princeton has been accepting women is amazing. How does a prestigious university degrade and discriminate against women? Princeton turning away Dr. Vera Rubin a perfect example of how turning women away can substantially limit the discovery of the unknown. Another example is Emmy Noether, Emmy Noether is regarded as one of the most influential figures in mathematical history. Even albert Einstein thought she
Some men believe women are inferior to the male species; however, that is not the case. Both men and women are both capable of achieving greatness if given half the chance to do so, unfortunately, this means equality. In “From A Vindication of the Rights of Women”, Mary Wollstonecraft dispenses her thoughts on how unfairly women are treated in the 1700s, in addition to expressing her opinion on the issue in her essay. Wollstonecraft stated that “Men and women must be educated, in a great degree, by the opinions and manners of the society they live in.”, this statement is very true, no matter what times you are living in. Women are unique and equal creatures that can offer many things to society if given the same proper education and training
Murray argues that; women’s minds equal those of men, women’s mentality will increase with education, and a Biblical argument is moot. Murray even mentions that strength associated with intelligence fails to discredit women’s intellectual ability because: a) the people working in the fields (such as African American slaves) would then be the most intelligent, and b) masculine women and feminine men exist (Murray 180). Her points, though, come with a caveat. Murray wants education for women, but for women to continue in their same gender defined categories. Women can use their educated minds to occupy themselves during the mundane tasks such as sowing and sweeping. In fact, she argues that women will become more complacent and lose the attributes that annoy men, gossiping and unnecessary visits, and gain characteristics men would prefer, such as discretion and better judgement. Despite her limits on women’s rights, Murray asks a question that rings forth by following generations; “How is one exalted and the other depressed…The one is taught to aspire, and the other is early confined and limited. As their years increase, the sister must be wholly domesticated, while the brother is led by the hand through all the flowery paths of science” (Murry 178). Murray fought for women’s rights through education, and
When children experience gender bias at an early age, not only can affect their development but it can affect their behavior, beliefs, and relationship with others. Children learn by what they see their parents do or what is acted out in their communities. Studies have shown, not only do children experience gender bias at an early age but that they also learn to stereotype as early as the age of three years old.
When most people think of the Scientific Revolution, they think of scientists such as Galileo, Newton, Brahe, and Boyle. However, many people do not even know about the many women who played a vital role in the scientific advancements of this period. Even when these women were alive, most of society either ignored them or publicly disapproved their unladylike behavior. Because of this, these women were often forgotten from history, and very little is known about the majority of them. Although their names rarely appear in history books, the female scientists of the Scientific Revolution still impacted the world of science in several ways. In fact, all of the scientists listed above had a woman playing an influential role assisting them in their research. However, assisting men in their studies was not the only role open to women; several women performed experimentation and research on their own, or advancing science in some other way, even though the society of the time looked down upon and even resisted their studies.
The United Kingdom did a survey in 2003 where the objective was to identify gender issues in the academic performances of boys and girls during classroom laboratories. This study was done on adolescent children that explored the idea of what would be said about girls and boys who stated that they did or did not like science. The conclusion was predicted with the group of imaginary girls and boys. That is participants were to mark traits of girls and boys in their class that they did not know. Girls who liked science were found less feminine than girls who disliked science (Breakwell, Glynis; Robertson, Toby. 449). Oddly enough girls and boys who scored themselves did not give ratings that girls that liked science were considered less feminine. However, boys rated boys who disliked science more feminine. It appears that boys are pres...
The chant “Girls go to college to get more knowledge; boys go to Jupiter to get more stupider” is commonly recited on the elementary school playground. This sexist chant may seem silly, but elementary aged children are socialized to recognize and accept these roles in Western society. Children receive this socialization through their parents, peers, school, and the media. According to Wheiten et al., gender stereotypes are defined as, “widely shared beliefs about males’ and females’ abilities, personality traits, and social behavior” (Wheiten et al. 227). Girls are stereotypically known to be nurturing, caring, and artistic while boys are generally associated with aggression, assertiveness, and athleticism. Girls are typically given dolls,
Pollack, Eileen. “Why Are There Still So Few Women in Science?” The New York Times. The New York Times, 05 Oct. 2013. Web. 05 Mar. 2014.
In many cases, women’s achievements are measured according to male oriented standards. I would like to argue with a more diverse approach to this cause. If humanity is comprised of both men and women, and we are equally dependent on each other for humanity’s survival, why are men and women not viewed as equals? These old attitudes are drilled into us from birth. If boys were taught mutual respect as they grew up, gender equality becomes a natural way of life. In the same way girls would need to be taught to set high goals; that they can reach as high as humanly possible. Unfortunately, typically male values and traditions have, over time, shaped the culture in Science, Engineering and Technology (SET) fields. This has created, in many ways, a hostile learning and working environment for women. From time immemorial, women have been regarde...