Misogynist activist at the University of Waterloo hates scientist Marie Curie and women.

In The Fourteen Not Forgotten and Sexist Posters at Waterloo, Christine Cheng discusses a misogynist activist at the University of Waterloo who put up fourteen posters last month (February 2011) vilifying scientist Marie Curie and women in general. (Her post is also cross-posted at the Geek Feminism Blog.)

A photograph of Marie Curie has an image of a mushroom cloud next to it. It is titled 'The Truth'. The caption at the bottom of the poster says, ''The brightest Woman this Earth ever created was Marie Curie. The Mother of the Nuclear Bomb. You tell me if the plan of Women leading Men is still a good idea !'

The incident reminds many of us of the École Polytechnique Massacre. Both the University of Waterloo and l’École Polytechnique de Montréal focus on STEM (Science, Technology, Math, and Engineering) fields, and female students are a minority. Both schools are located in Canada. Both misogynists appear to be angry that women are attending university and are being educated in male-dominated fields.

The Marie-Curie-hating misogynist at Waterloo has also sent out a misogynist e-mail pretending to be the university’s president, and has created a Facebook page with similar misogynist rantings. The university’s Women’s Centre and LGBT student centre have closed due to safety concerns.

A male undergraduate at the University of Waterloo made this ridiculous—yet typical male-privileged—comment before taking down his post:

Yes, it is wrong, yes, it is inappropriate, but get a life if you are going to fuss and cry over stupid shit like this. Because if you do, you must be living in a sheltered bubble.

A commenter at hook & eye named bakka111 responds to this reaction:

The “Sheltered bubble” comment from Bill’s portfolio is particularly ironic. Just who lives in a sheltered bubble? Those who fear the messages because they have experienced the mundane-threats a patriarchal culture issues to women, or those who have never experienced such threats. Oh the irony.


Further Reading:

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Across the calculus sections, women outperformed men on grades.

Several recent studies have suggested that the gender gap in STEM fields is caused not by bias, but simply by different choices made by men and women. What the new research shows, Dasgupta said, is choice isn’t as simple as people think. “People assume that these choices are free choices, based on talent and interest and motivation,” Dasgupta said. “But these data suggest that the meaning of choices, of what it means to choose math or science, is more complicated. Even talented people may not choose math or science not because they don’t like it or are not good at it, but because they feel that they don’t belong.”

Inoculation Against Stereotype by Scott Jaschik (Inside Higher Ed)

There is a common belief among some computer geek communities that women are underrepresented in STEM because we just don’t like it, and so we should celebrate differences instead of making women “miserable” by “forcing” us into careers we “don’t like”. This study would debunk that myth, if only most men in tech who discuss the topic of women in tech actually did some research on it, instead of leaving comments that make male geeks feel good about themselves and rationalize the gender imbalance in “their” field.

For other male geeks who insist that there are hard-wired brain differences in men and women, and argue that women’s brains are hard-wired against understanding math and science as well as men (instead of hard-wired against enjoying math and science), this part of the article should be emphasized:

Skeptics might wonder if some of the [gender] differences [in engagement] among students relate to how well the students know the material. The researchers checked for that and found that, across sections, women outperformed men on grades. So the data point to women losing confidence with male instructors — even if female students know the material as well as or better than their male counterparts.

Link: Inoculation Against Stereotype (Inside Higher Ed)

Myths about Girls, Math, and Science

Top 5 Myths About Girls, Math and Science (LiveScience 2007):

Myth 1: From the time they start school, most girls are less interested in science than boys are.

Reality: In elementary school about as many girls as boys have positive attitudes toward science. A recent study of fourth graders showed that 66 percent of girls and 68 percent of boys reported liking science. But something else starts happening in elementary school. By second grade, when students (both boys and girls) are asked to draw a scientist, most portray a white male in a lab coat. Any woman scientist they draw looks severe and not very happy. The persistence of the stereotypes start to turn girls off, and by eighth grade, boys are twice as interested in STEM (science, technology, engineering, math) careers as girls are. The female attrition continues throughout high school, college and even the work force. Women with STEM higher education degrees are twice as likely to leave a scientific or engineering job as men with comparable STEM degrees.

[…]

Myth 3: Science and math teachers are no longer biased toward their male students.

Reality: In fact, biases are persistent, and teachers often interact more with boys than with girls in science and math. A teacher will often help a boy do an experiment by explaining how to do it, while when a girl asks for assistance the teacher will often simply do the experiment, leaving the girl to watch rather than do. Research shows that when teachers are deliberate about taking steps to involve the female students, everyone winds up benefiting. This may mean making sure everyone in the class is called on over the course of a particular lesson, or asking a question and waiting 10 seconds before calling on anyone. Good math and science teachers also recognize that when instruction is inquiry-based and hands-on, and students engage in problem solving as cooperative teams, both boys and girls are motivated to pursue STEM activities, education and careers.


Related post:

Discussing sexism in geek communities is more important than discussing gender imbalance.

Some female geeks use the discourse of increasing female representation in science, technology, engineering, and math (the “STEM” fields) as a proxy for addressing sexism in geek communities. Because countering sexism against women does not directly benefit men, some women reframe the issue of sexism by appealing to capitalist values. They argue that if women are better represented in STEM fields, it would lead to economic growth and technological innovation (and that this can be achieved through efforts to reduce gender bias).

However, this strategy backfires when male geeks interpret the movement to increase female representation in STEM fields as “social engineering”, i.e., feminists forcing women to do what we purportedly “dislike” (science, tech, engineering, and math). The subtext of this movement—which is that female geeks who love STEM topics have to endure sexism from male geeks or get out, and this is a Bad ThingTM that needs to be fixed—is lost entirely.

Observe this Digg comment on the Bias Called Persistent Hurdle for Women in Sciences submission:

''There is nothing more miserable than a career that you don't really enjoy. But don't let that stop feminists from pushing other women into jobs they won't like. They have an agenda and ***** up someone else's life is not a consideration.'' (+10)

Read the rest of this entry »

Environmental and social barriers restrict women in science, tech, engineering, and math.

Why So Few? Women in Science, Technology, Engineering, and Mathematics (PDF) is a new, publicly-accessible research report by AAUW that “presents in-depth yet accessible profiles of eight key research findings that point to environmental and social barriers – including stereotypes, gender bias and the climate of science and engineering departments in colleges and universities – that continue to block women’s participation and progress in science, technology, engineering, and math.”

The report is quite comprehensive, and summarizes and integrates studies from different research areas. At the end of each chapter are practical recommendations based on research findings. Here is a list of the detailed chapters: Chapter 1: Women and Girls in Science, Technology, Engineering, and Mathematics; Chapter 2: Beliefs about Intelligence; Chapter 3: Stereotypes; Chapter 4: Self-Assessment; Chapter 5: Spatial Skills; Chapter 6: The College Student Experience; Chapter 7: University and College Faculty; Chapter 8: Implicit Bias; Chapter 9: Workplace Bias; Chapter 10: Recommendations.

Commentary in the blogosphere:

Sexist men assume that female engineers are feminists.

Twenty years ago, a Canadian man, who believed that he was fighting “feminism”, massacred fourteen women at an engineering school.

Some men think that all female engineers are “feminists”, because they find female engineers threatening, not because of any professed political beliefs of the female engineers. Female engineers are engineers who happen to be women; they are probably not doing it as a political statement, but because they enjoy engineering.

Ironically, if the 1989 killer wanted to find feminists, the feminists would most likely be in the social sciences, not engineering. (I find that most engineering students (including female engineering students) know nothing about feminism,* and think that social science degrees are useless.)

Yet even people who are not feminists and not majoring in Women and Gender Studies are affected by sexism and misogyny. In the real world, feminist issues affect engineers, and engineering issues affect feminists. The real world is not divided into separate domains of knowledge.

December 6 is the National Day of Remembrance and Action on Violence Against Women.


* It is also interesting to note that a female engineer and survivor of the massacre had yelled, “We are not feminists!” in desperation during the attack. At the time, she thought that feminists were militant. (via feministing)

* * *

Update: Aboriginal women are five times more likely to die of violence than women of any other race in Canada. Jessica Yee remembers violence against women who are much less likely to be remembered.

In addition, trans women are particularly at risk for hate crimes, and murdered trans women are also much less likely to be remembered than murdered cisgender women.