Spring, 2000 MWF 11:00 AM

Professor Olson TG -206

GENERAL GOALS:

(1) To learn more about the character and impact of science and engineering by exploring how they have been and are viewed by representatives of groups which have felt excluded or exploited, especially women, people of color, and people of the "third world";

(2) To explore questions about why relatively few women, members of some ethnic groups in the U.S., and members of third world cultures participate in scientific and engineering professions, including questions about whether there are features of scientific and engineering institutions, conceptual structures, attitudes, and methodologies, which have encouraged and continue to encourage or amplify sexist, racist, and imperialist behaviors; and

(3) To develop ideas about how or whether HMC might find ways to encourage both (a) greater participation among those who have been excluded and (b) less exploitative practices and uses of science and engineering.

ASSIGNMENTS AND GRADING:

Quizzes (20%): Throughout the semester there will be a series of four quizzes emphasizing basic knowledge of facts and understanding of theoretical perspectives. The best 3 of 4 quizzes will be averaged for 20% of the grade.

Written Responses to readings (10%): By 10:00 A.M. before each class session, students should post brief (one or two paragraph) responses to the reading for the day on the discussion section of the course Web site (URL TBA). The posting should do at least one of four things: (i) state something that you found particularly interesting or illuminating in the reading; (ii) disagree with some claim made in the reading; (iii) state a question that the reading raised in your mind but that it failed to answer adequately; or (iv) respond to some comment or question that another student offered regarding the reading. Grading will be on a 2 point system: zero (0) points for no posting or for one that does not demonstrate an honest engagement with the reading; one (1) point for a minimal response; and two (2) points for a thoughtful or thought provoking response. There are readings for 23 meetings. I will take the best 16 (70%) scores and average them. If the average is >1.5 points, you will get an "A" for this section of the course grade; if it is between 1 & 1.5 points, you get a "C"; and if it is less than one point, you get no credit. Thus, thoughtful responses to just over half of the readings will net an A.

Discussion Participation and Attendance (20%): Seminars depend for their success on the contributions of all members. If you are not prepared or not present, you cannot enrich the experiences of others in the class. Grading on this portion of the class will be based on the instructor's assessment of the frequency and quality of your participation in discussions. More than three unexcused absences will lead to a lowering of the participation grade, so if you are gone from a meeting for a legitimate reason, please let me know.

Discussion Leading (10%): About 20 class sessions will be devoted substantially to the discussion of common readings. For each of these sessions, a team of two students will act as discussion leaders, so that over the semester, each student will share responsibility for two class sessions. By the afternoon before the class period for which they are responsible, the team should meet with Professor Olson to go over plans for the session.

Additional Perspectives Presentation (10%): Several sessions will be built at least in part around presentations based on readings which are not common readings. Each student should sign up for one special reading and should prepare a 4-page paper based on that reading to be submitted the day of the presentation.

Essay Review (10%): Each member of the seminar will write a 4-6 page essay review comparing two sources [NOT COMMON READINGS] which cover the same topic. This is an opportunity to think about what you might be interested in doing research on and to get a start on reading; or you might link the essay review to your additional perspectives paper or to a topic on which you are going to lead a discussion.

Research Project (20%): Each student will be part of a group that writes a substantial research paper on some topic [details to be worked out in class] and offers an oral presentation to the seminar. Points on the research project will be distributed roughly as follows: 20% for the initial proposal and annotated bibliography; 50% for the written report; and 30% for the oral presentation.
 

RECOMMENDED BOOK PURCHASES:

The following books have been ordered through Huntley Bookstore, major portions of each of which will be used during the semester:

Alan Chalmers, Science and Its Fabrication;

Sandra Harding and Jean O'Barr, eds., Sex and Scientific Inquiry;

Anne Fausto-Sterling, Myths of Gender;

Gerhad Sonnert & Gerald Holton, Who Succeeds in Science?;

Ashis Nandy, Science, Hegemony, and Violence; and

Sandra Harding, The Racial Economy of Science.

In addition, a number of common readings will be collected and placed on reserve at Sprague Library in a folder labeled "Humanities 2F". Common readings will be kept to an average of under 100 pp./week, but some weeks will be much lighter and others, much heavier.

Critical WEB Gateways: As far as I can tell, virtually all valuable Web sites related to this class can be found through two major bibliographical sites:

1) Women and Minorities in Science, Engineering, and Technology Links http://www.ai.mit.edu/people/ellens/Gender/wom_and_min.html

2) Race-Sci: History of "Race" in Science, Medicine, and Technology  http://di-145c.mit.edu/racesci/site/archive/11.1.98/

IMPORTANT DATES:

Quiz #1: February 2
Quiz #2: February 28
Quiz #3: March 27
Quiz #4: April 17
Essay Review due: March 22
Research Paper due: May 3
Oral Reports scheduled: April 28, May 1& 3

Meeting 1 -- January 19:
Aims and procedures for the course: introduction to members of the group. (Leader: Olson)

Common Reading:     None.

Meeting 2 -- January 21:
What is Science? What are the relations between Science and Technology? Preliminary thoughts. (Discussion leader: Olson)

Common Reading:     None outside of class.

Meeting 3 -- January 24:
A preview of outsider criticisms of modern science and technology. (Discussion leader: Olson)

Common Reading:
Reinhard Bendix, "Science and the Purposes of Knowledge" (on reserve -- 32pp.)

Sources of Additional Perspectives:
Henryk Skolimowski, "The Scientific World View and the Illusions of Progress," Social Research, 41(1974): 52-82;
Joseph Haberer, Politics and the Community of Science (New York, 1969), esp. chs. 1-4;
Gerald Holton, Science and Anti-Science [(Cambridge, 1993), esp. ch. 6];
Roy McLeod, "The 'Bankruptcy of Science' Debate: The Creed of Science and Its Critics, 1885-1900," Science, Technology, and Human Values, 7(1982): 2-15;
Leslie Sklair, "The Revolt against the Machine: Some 20th Century Criticisms of Scientific Progress," Cahiers d'Histoire Mondiale, 12(1970):         479-489;
Brian Easlea, Liberation and the Aims of Science, Ch. 10, pp. 248-285. (Totowa, NJ, 1973);
R. Olson, Science as Metaphor, "Epilog", pp. 301-312, (Belmont, CA, 1971).
Daniel Sarewitz, Frontiers of Illusion: Science, Technology, and the Politics of Progress. (Philadelphia, 1996).

Meeting 4 -- January 26:
An Overview of Feminist Concerns with Science and Technology. (Student leaders)

Common Readings:
Londa Shiebinger, "The History and Philosophy of Women in Science," in Harding and O'Barr, eds., Sex and Scientific Inquiry, pp. 7-34;
Gerhard Sonnert Who Succeeds in Science, ch. 1, pp. 1-15.

Sources of Additional Perspectives:
Sue V. Rosser, "Feminist Scholarship in the Sciences: Where Are We Now, and When Can We Expect a Theoretical Breakthrough," pp. 3-16 in Nancy Tuana, ed., Feminism and Science (Bloomington, 1989);
Vivian Gornick, "Feminism and Science," in Women In Science (New York, 1983), pp. 144-162;
Sally Gregory Kohlstedt, "Women in the History of Science," preprint of paper delivered November 1, 1991 at the annual meeting of the History of Science Society in Madison, Wisconsin (available from Olson);
Joan Rothschild, Machina ex dea: Feminist Perspectives on Technology (New York, 1983);
Ruth Schwartz Cowan, "From Virginia Dare to Virginia Slims: Women and Technology in American Life," Technology and Culture, 20(1979): 51-63;
Sally Hacker, "The Culture of Engineering: Woman, Workplace, And Machine," Women's Studies International Quarterly, 4(1981): 341-353;
Sally Gregory Kohlstedt & Helen Longino, eds., Women, Gender, and Science, a special issue of Osiris, vol. 12, 1997.

Meeting 5 -- January 28:
Preview of Concerns Regarding Science and Underrepresented Minorities in the U.S. (Student leaders)

Common Reading:
"Introduction", pp. 1-20 in Willie Pearson and Kenneth Bechtel, eds., Blacks, Science, and American Education (on reserve);
Dawn Gill and Les Levidow, Anti Racist Science Teaching, pp. 176-207 (on reserve).

Sources of Additional Perspectives:
Susan Berryman, "Who Will Do Science?," Special Report of the Rockefeller Foundation, 1983;
S. V. Brown, Minorities in the Graduate Educational Pipeline (Princeton, 1987);
P. L. Julian, "On Being Scientist, Humanist, and Negro," in S.L. Wormley and L.H. Fenderson, Many Shades of Black (New York, 1969), pp. 147-157.

Meeting 6 -- January 31:
Preview of Third World Concerns Regarding Science and Technology. (Student leaders)

Common Reading:
Ashis Nandy, "Introduction: Science as a Reason of State," in Nandy, ed., Science, Hegemony and Violence, pp. 1-23;
Sandra Harding, "Introduction: Eurocentric Scientific Illiteracy -- A Challenge for the World Community," The Racial Economy of Science, pp. 1-22.

Sources of Additional Perspectives:
Akhtar Mahumud Faruqui, "Science and Technology: The Third World's Dilemma," Impact of Science on Society, 141, pp. 3-14;
Thomas Mboya, "Technology in the Development of Africa: A Critique," Impact of Science on Society, 19(1969): 331-342;
Brian Easlea, Ch. 8, "Problems of Underdeveloped Countries," in Liberation and the Aims of Science (Totowa, NJ: 1973);
Thomas A. Bass, Camping with the Prince and Other Tales of Science in Africa (Boston, 1990).

Meeting 7 -- February 2:
Quiz #1 on overview issues (meetings 1-6); first round of discussions of paper topic possibilities.

Common Readings:     None -- review notes.

Meeting 8 -- February 4:
The Perceived "Insider" Views of Science; Attempts to Establish a Notion of "Objectivity", Part I. (Student leaders)

Common Reading:
Chalmers, Science and Its Fabrication, pp. 1-79.

Sources of Additional Perspectives:
Peter Galison, "Aufbau/Bauhaus: Logical Positivism and Architectural Modernism," Critical Inquiry, 16 (1990):709-752;
Garwin McCain and Erwin Segal, The Game of Science (Pacific Grove, CA, 5th edn., 1988);
Stephen Toulmin, The Philosophy of Science: An Introduction (New York, 1960) and Foresight and Understanding: An Enquiry into the Aims of Science (New York, 1961);
Norman Storer, The Social System Of Science (New York, 1966);
Gerald Holton, Science and Anti-Science (1993), especially chs. 1-2.

Meeting 9 -- February 7:
Attempts to Establish a Notion of "Objectivity", Part II. (Student leaders)

Common Reading:
Chalmers, Science and Its Fabrication, pp. 80-125.

Meeting 10 -- February 9:
Attacks on Objectivity From a Social Constructionist Perspective. (Student leaders)

Common Reading:
Helen Longino, "Beyond Bad Science: Skeptical Reflections on the Value Freedom of Scientific Inquiry," Science, Technology and Human Values, 8(1983): 7-17 (on reserve);
Selections from The Racial Economy of Science, pp. 341-358.

Sources of Additional Perspectives:
Helen Longino, Science as Social Knowledge: Values and Objectivity in Scientific Inquiry (Princeton, 1990);
Thomas Kuhn, The Structure of Scientific Revolutions (Chicago, 1962);
Bruno Latour, Science In Action: How to Follow Scientists and Engineers Through Society (Cambridge, MA, 1987);
Karin D. Knorr-Cetina and Michael Mulkay, eds., Science Observed (London, 1983).

Meeting 11 -- February 11
Romantic Critiques of The Objectivism of Science and Their Relations to One Strand of Feminist Argument. (Student leaders)

Common Reading:
Theodore Roszak, "The Monster and the Titan: Science, Knowledge, and Gnosis," Daedalus, 103 (Summer, 1974): 17-32 (on reserve).

Sources of Additional Perspectives:
Mary Shelly: Frankenstein: Or the Modern Prometheus, any edn. -- first published in 1815;
Anne K. Mellor, "Frankenstein: A Feminist Critique of Science," in George Levine, ed., One Culture: Essays on Science and Literature (Madison, 1987);
Theodore Roszak, Where the Wasteland Ends (Garden City, 1973);
William Irwin Thompson, At The Edge of History [(New York, 1971), especially Ch. 3, "Getting Back to Things at MIT"];
Leo Marx, "Reflections on the Neo-Romantic Critique of Science," Daedalus, 107 (1978): 61-74.
 

Meeting 12 -- February 14:
Women's History and the History of Technology (Student leaders)

Common Reading:
Judith McGaw, "Women and the History of American Technology," in Harding & O'Barr, pp. 47-77;

Sources of Additional Perspectives:
Ruth Schwartz Cowan, More Work for Mother (New York, 1983);
Ruth Schwartz Cowan, A Social History of American Technology  (New York, 1997);
Patrick D. Hopkins, ed., Sex/Machine: Readings in Culture, Gender, and Technology (Bloomington, 1998);
Anne L. Macdonald, Feminine Ingenuity: How Women Inventors Changed America (New York, 1992);
Adele Clarke, "The Many Faces of RU 486:Tales of Situated Knowledge and Technological Contestations," Science, Technology, and Human Values, 18 (1993): 42-78;
Rima D. Apple, ed., Women, Health, and Medicine in America: A Historical Handbook (New York, 1990);
Barbara Drygulski Wright, ed. Women, Work, and Technology: Transformations, (Ann Arbor, 1987).
Roberta Furger, Does Jane Compute? Preserving our Daughters' Place in the Cyber Revolution (New York, 1998).
 

Meetings 13 & 14 (February 16 & 18):

Women as Scientists -- Historical and Biographical Perspectives
 

No Common Readings for these two meetings. Instead, we need 6 "Additional Perspectives" volunteers, three for each date. Each volunteer should give a short (about 15 min.) review of one of the books listed below. These are among the most widely read works in the field.
 

Major Historical and Biographical Works on Women as Scientists:
Pnina G. Abir-Am and Dorinda Outram, eds., Uneasy Careers and Intimate Lives: Women In Science, 1789-1979 (New Brunswick, NJ, 1987), pp. 1-30, 45-59, 104-125;
Helena Pycior, Nancy Slack, & Pnina Abir-Am, eds., Creative Couples in Science (New Brunswick, NJ, 1996);
Ann Hibner Koblitz, A Convergence of Lives: Sofia Kovalevskia (Boston, 1983);
Margaret Alic, Hypatia's Heritage: A History of Women in Science from Antiquity Through the Nineteenth Century (Boston, 1986);
Londa Schiebinger, The Mind Has No Sex? Women in the Origins of Modern Science (Cambridge, MA, 1989);
Margaret W. Rossitter, Women Scientists in America: Struggles and Strategies to 1940 (Baltimore, 1982);
Margaret W. Rossitter, Women Scientists in America: Before Affirmative Action -- 1940-1972. (Baltimore, 1995);
Paul Brooks, The House of Life: Rachel Carson at Work (Boston, 1972);
Evelyn Fox Keller, A Feeling for the Organism: The Life and Times of Barbara McClintock (San Francisco, 1983);
Anne Sayre, Rosalind Franklin and DNA (New York, 1975);
Margaret Eisenhart & Elizabeth Finkel, Women's Science: Learning and Succeeding from the Margins, (Chicago, 1998).

Meeting 15 -- February 21:
Women as Scientists: Contemporary Issues, Part I.  (Student leaders)

Common Reading:
Sonnert, Who Succeeds in Science? The Gender Dimension, pp. 16-138.

Sources of Additional Perspectives:
Vera Kistiakowsky, "Women in Physics: Unnecessary, Injurious, and Out of Place," Physics Today,33 (1980): 32-40;
Anne M. Briscoe, "Scientific Sexism: The World Of Chemistry," in Violet Haas and Carolyn Perrucci, eds., Women in Scientific and Engineering Professions (Ann Arbor, 1984): 147-159;
Margaret Rossitter, "Sexual Segregation in the Sciences: Some Data and a Model," pp. 35-40, in Harding and O'Barr, eds., Sex and Scientific Inquiry;
Johnathan Cole, Fair Science: Women in the Scientific Community (New York, 1979);
Judith A. Ramaley, ed., Covert Discriminations and Women in the Sciences (Boulder, 1978);
Harriet Zuckerman, Jonathan Cole and John Bruer, The Outer Circle: Women in the Scientific Community, (New York, 1991);
Gerhard Sonnert, Gender Differences in Science Careers (New Brunswick, 1995);
Veronica Stolte-Heiskanen, ed., Women in Science: Token Women or Gender Equality (Oxford, 1991).

Meeting 16 -- February 23:
Women as Scientists: Contemporary Issues, Part II. (Student leaders)

Common Reading:
Sonnert, pp. 138-196.

Meeting 17 -- February 25:
Women in Academic Science Today: A View From the Trenches.

Special Guests:     Panel of HMC Women Scientists

Common Readings:
None -- bring questions to ask panelists.

Meeting 18 -- February 28:
Quiz #2 on theoretical perspectives and women as scientists (meetings 8-17); discussion of course to date and possible revisions.

Meeting 19 -- March 1:
Science and the Construction of Gender: Historical Perspectives, Part I -- Before the Nineteenth Century. (Student leaders)

Common Readings:
Susan Bardo, "The Cartesian Masculinization of Thought," pp. 247-264 in Harding and O'Barr, eds., Sex and Scientific Inquiry;
Richard Olson, "Historical Reflections on Feminist Critiques of Science: The Scientific Background to Modern Feminism," History of Science, 28 (1990): 125-147 (on reserve).

Sources of Additional Perspectives:
Thomas Laquer, Making Sex: Body and Gender from the Greeks to Freud (Cambridge, 1990);
Joan Cadden, Meanings of Sex Difference in the Middle Ages: Medicine, Science, and Culture (Cambridge, 1993);
Carolyn Merchant, The Death of Nature: Women, Ecology, And the Scientific Revolution (San Francisco, 1980);
Londa Schiebinger, The Mind Has No Sex? Women in the Origins of Modern Science (Cambridge, MA, 1989), esp. Chs. 6 & 7;
Londa Schiebinger, Nature's Body: Gender in the Making of Modern Science (Boston, 1993);
Evelyn Fox Keller, Reflections on Gender and Science (New Haven, 1985);
Richard Olson, "Sex and Status in Scottish Enlightenment Social Science: John Millar and the Sociology of Gender Roles," History of the Human Sciences, 11 (1998):73-100.

Meeting 20 -- March 3:
Science and the Construction of Gender: Historical Perspectives, Part II -- The Nineteenth Century. (Student leaders)

Common Readings:
Jill Conway, "Stereotypes of Femininity in a Theory of Sexual Evolution," Victorian Studies,14 (1970): 47-62 (on reserve).

Sources of Additional Perspectives:
Elaine Showalter, The Female Malady: Women,Madness, and English Culture, 1830-1980 (New York, 1985);
Frank Mort, Dangerous Sexualities: Medico Moral Politics in England Since 1830 (London, 1987);
Barbara Eherenreich & Deirdre English, For Her Own Good: 150 Years of the Experts' Advice to Women (New York, 1978);
Ludmilla Jordanova, Sexual Visions: Images of Gender in Science and Medicine Between the Eighteenth and Twentieth Centuries (Madison, 1989);
Marina Benjamin, ed., Science and Sensibility: Gender and Scientific Enquiry: 1780-1945 (Oxford, 1991);
Cynthia Russett, Sexual Science: The Victorian Construction of Womanhood (Cambridge, 1989).

Meeting 21 -- March 6:
Discussion of Reviews and Review Essays as preparation for the Essay Review due March 22. (Discussion leader: Olson)

Common Readings:     None -- take a mini-break for this class, or start reading for the next session, which has a relatively long common reading.

Meeting 22 -- March 8:
Science and the Construction of Gender Identities: Contemporary Issues, Part I -- Intelligence. (Student leaders)

Common Reading:
The Racial Economy of Science, pp. 142-160;
Fausto-Sterling, Myths of Gender, Chs. 2 & 3, pp. 13-60.

Sources of Additional Perspectives:
Stephanie Shields, "The Variability Hypothesis: The History of a Biological Model of Sex Differences in Intelligence," in Harding and O'Barr, eds., Sex and Scientific Inquiry;
Eleanor Maccoly, "Feminine Intellect and the Demands of Science," Impact of Science on Society, 20, (1970): 13ff;
Janet Sayers, "Psychological Sex Differences," in Alice Through the Microscope (London, 1980): 42-61;
Julia Sherman, Sex Related Cognitive Differences: An Essay on Theory and Evidence (Springfield, IL, 1978);
Judith Genova, "Women and the Mismeasurement of Thought," Hypatia, 3 (1988): 101-118.

Meeting 23 -- March 10:
Science and the Construction of Gender Identities: Contemporary Issues, Part II --How Important Are Hormones? (Student leaders)

Common Reading:
Fausto-Sterling, Myths of Gender, Chs. 3-5, pp. 61-155.

Sources of Additional Perspectives:
Helen Lambert, "Biology and Equality: A Perspective on Sex Differences," in Harding and O'Barr, eds., Sex and Scientific Inquiry, pp. 125-146;
L. J. Rogers, "Hormonal Theories of Sex Differences: Politics Disguised as a Science," Sex Roles, 9(1983): 109-114;
Barbara Seaman and Gideon Seaman, Women and the Crisis in Sex Hormones (New York, 1977).

Meeting 24 -- March 20:
Science and the Construction of Gender Identities: Contemporary Issues, Part III -- Sociobiology (Student leaders)

Common Readings:
Fausto-Sterling, Myths of Gender, chs. 6 & 7, pp. 156-222;
Lionel Tiger, "The Possible Biological Origins of Sexual Discrimination," The Impact of Science on Society, 20 (1970): 29-44 (on reserve).

Sources of Additional Perspectives:
Donna Harraway, "Animal Sociology and a Natural Economy of the Body Politic," in Harding and O'Barr, eds., Sex and Scientific Inquiry, pp. 217-232;
Donna Harraway, Primate Visions: Gender, Race, and Nature in the World of Modern Science (London, 1989);
Naomi Quinn, "Anthropological Studies on Women's Status," Annual Review of Anthropology, 6 (1977): 181-225;
E. O. Wilson, Sociobiology, The New Synthesis (Cambridge, MA, 1975).

Meeting 25 -- March 22:
Reflections on the course to date; final discussion of research topics; assignment of research groups. (Discussion leader: Olson)

NOTE:     Essay Review due this meeting.

Common Readings:   None.

Meeting 26 -- March 24:
Science and Feminist Epistemology: Would A Feminine Science Be Different? (Discussion leader: Olson)

Common Readings:
Hilary Rose, "Hand, Brain, and Heart: A Feminist Epistemology for the Natural Sciences," in Harding and O'Barr, eds., Sex and Scientific Inquiry, pp. 265-282;
Helen Longino and Ruth Doell, "Body, Bias, and Behavior: A Comparative Analysis of Reasoning in Two Areas of Biological Science," in Harding and O'Barr, eds., Sex and Scientific Inquiry, pp. 165-186.

Sources of Additional Perspectives:
Londa Schiebinger, Has Feminism Changed Science? (Cambridge, 1999);
Sandra Harding, The Science Question in Feminism (Ithaca, 1986);
Nancy Tuana, ed., Feminism and Science (Bloomington, 1989).

Meeting 27 -- March 27:
Quiz #3 on Women as Scientists: Contemporary Issues; Science and the Construction of Gender; and Feminist Epistemologies (meetings 19-26); final discussion of research topics. (Discussion leader: Olson)

Common Reading:     None -- study notes.

Meeting 28 -- March 29:
Science and Racism in the U.S.: Historical Perspectives, Part I -- Ethnography, Evolutionary Theory and Scientific Racism. (Lecturer-discussion leader: Olson)

Common Reading:
The Racial Economy of Science, pp. 84-141.

Sources of Additional Perspectives:
Allan Johnston, Racism in America: The Scientific Contribution to the Nineteenth Century Race Debate (Victoria, Australia, 1982);
George M. Frederickson, The Black Image in the White Mind: The Debate on Afro-American Character and Destiny, 1817-1914 (New York, 1971);
Alan Chase, The Legacy of Malthus: The Social Costs of the New Scientific Racism (New York, 1977);
William Stanton, The Leopard's Spots: Scientific Attitudes Toward Race in America: 1815-1859 (Chicago, 1960);
John S. Haller, Outcasts From Evolution: Scientific Attitudes of Racial Inferiority: 1859-1900 (Urbana, 1971);
Robert E. Bieder, Science Encounters The Indian, 1820-1880: The Early Years of American Ethnology (Norman, OK, 1986);
Stephen Jay Gould, The Mismeasure of Man (New York, 1981).

Meeting 29 -- March 31:
Twentieth Century Scientific Racism. (Student leaders)

Common Reading:
The Racial Economy of Science, pp. 161-193; 275-286;
View "Miss Evers' Boys" [we will arrange a showing at some convenient time].

Sources of Additional Perspectives:
Otto Klineberg, "Race and Psychology," in L.C. Dunn, et. al., Race, Science, and Society (Paris: UNESCO, 1970), pp. 173-207;
Michael Sokal, ed., Psychological Testing and American Society: 1890-1930 (New Brunswick, 1987);
A.R. Jensen, et. al., Environment, Heredity, and Intelligence (Harvard Educational Reprint Series, #2, 1969);
Wesley Critz George, The Biology of the Race Problem: A Study Prepared by Commission of the Governor of Alabama (Birmingham, 1962);
Alan Chase, The Legacy of Malthus: The Social Costs of the New Scientific Racism, Part III;
Richard J. Herrnstein and Charles Murray, The Bell Curve: Intelligence and Class Structure in American Life (New York, 1994);
Steven Fraser, ed., The Bell Curve Wars: Race, Intelligence, and the Future of America (New York, 1995);
Claude S. Fischer, et. al., Inequality by Design: Cracking the Bell Curve Myth (Princeton, 1996);
Ed Larson, Sex, Race, and Science: Eugenics in the Deep South (Baltimore, 1996).

Meeting 30 -- April 3:
Participation Rates of Ethnic Minorities in Science and Engineering -- Why So Few? (Student leaders)

Common Reading:
The Racial Economy of Science., pp. 201-258.
View MIT Student Video (selections in class -~20 min.)

Sources of Additional Perspectives:
Willie Pearson Jr. & H. Kenneth Bechtel, eds., Blacks, Science, and American Education (New Brunswick, 1989);
S. J. Rakow and C. L. Walker, "The Status of Hispanic American Students in Science: Achievement and Exposure," Science Education,69(1984): 557-565;
Roger Olstad, J. R. Juarez, L. J. Davenport, and D.L. Haury, Inhibitors to Achievement in Science and Mathematics by Ethnic Minorities (Pullman, WA, 1981) [ERIC Document Reproduction Service, ED 223-404];
L. S. Dix, ed., Minorities: Their Underrepresentation and Career Differentials in Science and Engineering (Washington, DC, 1987);
Kenneth Manning, Black Apollo of Science: The Life of Ernest Everett Just (New York, 1983);
S. F. Berryman, Who Will Do Science? Trends and Their Causes in Minority and Female Representation Among Holders of Advanced Degrees in Science and Mathematics (New York, 1983).

Meeting 31 -- April 5:
Strategies for Increasing the Participation of Minorities in Science and Engineering. (Student leaders [plus possible visit by Upward Bound director Jim Sullivan])

Common Readings:
Essays by Beatriz Clewell, Gerry Gaston, and Willie Pearson, pp. 105-152, in Pearson and Bechtel, eds., Blacks, Science, and American Education (on reserve).

Sources of Additional Perspectives:
The College Board, Reaching the Top: A Report of the National Task Force on Minority High Achievement (Princeton, 1999);
S. McBay, Strategies for Increasing Minority Participation in Science (New York, 1984);
H.A. Young, "Retaining Blacks in Science: An Affective Model," in G. E. Thomas, ed., Black Students in Higher Education (Westport, CT, 1981);
Melvin Terell and Doris Wright, eds., From Survival to Success: Promoting Minority Student Retention (Washington, DC: 1988).
[Also see GEM, MESA and Upward Bound materials.]

Meeting 32 -- April 7:
The Economic Exploitation of Underdeveloped Nations Under Western Capitalism. (Lecturer-discussion leader: Olson)

Common Reading:
The Racial Economy of Science, pp. 484-518.

Sources of Additional Perspectives:
Michael Adas, Machines as the Measure of Men: Science, Technology, and Ideologies of Western Dominance (Ithaca, 1989);
Daniel R. Headrick, The Tools of Empire (Oxford, 1981);
Daniel R. Headrick, The Tentacles of Progress: Technology Transfer in the Age of Imperialism, 1850-1940 (Oxford, 1988);
Clarence Dias, Reaping the Whirlwind: Some Third World Perspectives on the Green Revolution and the 'Seed' Revolution (New York, 1986);
Vandana Shiva, Staying Alive: Women, Ecology, and Development (London, 1988).

Meeting 33 -- April 10:
Western Science and Technology as a Challenge to Traditional Value Systems in the Third World. (Student leaders)

Common Reading:
Articles by Jatinder Bajaj, Claude Alvares, and Vandana Shiva in Nandy, Science, Hegemony, and Violence.

Sources of Additional Perspectives:
Andrew Urebu, "Science, Technology, and African Values," Impact of Science on Society, 38 (1988): 239-248;
J. Goody, Technology, Tradition, and the State in Africa (London, 1971);
Joseph Needham and G. Blue, "The Universal Validity of Science, Cultural Relativism, and the Third World," Minerva, 18(1980): 360ff.

Meeting 34 -- April 12:
Historical Reflections on the Identification of Science and Technology with Imperialism and Racism. (Lecturer-discussion leader: Olson)

Common Readings:   None -- work on research projects.

Meeting 35 -- April 14:
Contemporary Problems of Third World Science (student leaders?)

Common Reading:
Stevan Dedijer, "Underdeveloped Science in Underdeveloped Countries," Minerva, 2(1963): 61-81 (on reserve);
The Racial Economy of Science, pp. 259-274, 287-302.

Sources of Additional Perspectives:
William Glaser and G.C. Habers, The Brain Drain: Emigration and Return (Oxford, 1978);
Herbert Grubel, "Reflections on the Present State of the Brain Drain," Minerva, 14(1976): 207-224;
John Ziman, "Three Patterns of Research in Developing Countries," Minerva, 9 (1971): 32-37;
Susan Schwartzman, "Struggling to be Born: The Scientific Community in Brazil," Minerva, 16(1978): 545-580;
Thomas Eiseman, "The Implantation of Science in Nigeria and Kenya," Minerva, 17(1979): 504-526;
Vandana Shiva & Jayanata Bandhyopadhyay, "The Large and Fragile Community of Scientists in India," Minerva, 18(1980): 575-594;
Hebe M.C. Vessuri, "The Universities, Scientific Research, and National Interests in Latin America," Minerva, 24 (1986): 1-38.

Meeting 36 -- April 17:
Quiz #4 on Parts IV and V (meetings 28-35); discussion of the course to date. (Discussion leader: Olson)

Common Readings:   None.

Meetings 37 & 38 -- April 19 & 21:
Group Conferences on Research Projects TBA

Meetings 39, 40 & 41 -- April 28, May 1 & May 3:
Oral Presentations of Research Reports.

NOTE:     All written versions of research reports due May 3.