Abstract
As a companion piece to “Diminishing Dialogue: The Fallacy of Florida Politics,” this critical commentary explores how undergraduate humanities courses and feminist standpoint theory shaped the perspective of an aspiring STEM PhD candidate. The subjective nature of scientific objectivity is examined through the lens of feminist historiography and the author’s own experiences as a woman in STEM.
Recommended Citation
Taylor, Kayla
(2024)
"Socially Situated Scientific Discourse: Learning Under the Perceived Threat of Being a Woman,"
Feminist Pedagogy: Vol. 5:
Iss.
3, Article 8.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol5/iss3/8
Included in
Feminist, Gender, and Sexuality Studies Commons, Scholarship of Teaching and Learning Commons, Science and Mathematics Education Commons