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Портал Begell Электронная Бибилиотека e-Книги Журналы Справочники и Сборники статей Коллекции
Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN Печать: 1072-8325
ISSN Онлайн: 1940-431X

Выпуски:
Том 25, 2019 Том 24, 2018 Том 23, 2017 Том 22, 2016 Том 21, 2015 Том 20, 2014 Том 19, 2013 Том 18, 2012 Том 17, 2011 Том 16, 2010 Том 15, 2009 Том 14, 2008 Том 13, 2007 Том 12, 2006 Том 11, 2005 Том 10, 2004 Том 9, 2003 Том 8, 2002 Том 7, 2001 Том 6, 2000 Том 5, 1999 Том 4, 1998 Том 3, 1997 Том 2, 1995 Том 1, 1994

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.2016011513
pages 49-68

DOING GENDER AND RESPONSIBILITY: SCIENTISTS AND ENGINEERS TALK ABOUT THEIR WORK

Laurel Smith-Doerr
University of Massachusetts, Amherst, Massachusetts, USA
Itai Vardi
Boston University, Boston, Massachusetts, USA
Jennifer Croissant
Department of Women's Studies, University of Arizona, Tucson, Arizona 85721

Краткое описание

Is gender connected to talk about responsibility among scientists and engineers? Instead of either gender binaries or homogeneity among scientists regardless of gender, as might be expected from the growing literature on gendered organization of science, this interview-based research finds more subtle distinctions. Scientists share a strong normative discourse about the objectivity of science which excludes discussion of gender or altruism, and talk about responsibilities more expansively than a narrow research ethics perspective. Women report doing gender to fit into masculine science environments, but do not connect these narratives to responsibilities. In interview data, subtle gender differences appear in how researchers talk about repercussions for not living up to responsibilities: while women are more likely to see gradual repercussions such as to reputation, men are more likely to see unethical actors as getting ahead. Differences in how men and women researchers talk about practicing responsibilities, such as mentoring, also emerged. Women are more likely to use learning-by-doing strategies for teaching responsibilities while men are more likely to teach them didactically.