Tag Archives: race

Changing Life: Reading the Intersections of Gender, Race, Biology, and Literature (Open Courseware version)

An Open Courseware version of a Spring 2017 graduate course in which students developed their abilities to expose ways that scientific knowledge has been shaped in contexts that are gendered, racialized, economically exploitative, and hetero-normative. The course used a Project-Based Learning format that allowed students to shape their own directions of inquiry in each project, development of skills, and collegial support. Students’ learning was guided by individualized bibliographies co-constructed with the instructors, the inquiries of the other students, and a set of tools and processes for literary analysis, inquiry, reflection, and support.

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Four steps to interpret and move beyond nature-nurture (for a handbook on environmental studies)

My four steps to interpret and move beyond nature-nurture for the current draft of a 1500-word entry for a handbook on environmental studies: Continue reading

Depictions of human genetic relationships

Science writer, Nicholas Wade, and philosopher Nevan Sesardic, among others have argued that Rosenberg et al’s division of human genetic diversity into reasonably distinct clusters (depicted as bands of color in their diagrams) shows that human racial divisions have a biological basis after all.  Some lines of critical inquiry that I would recommend: Continue reading

Gender, Race, and the Complexities of Science and Technology (syllabus for 2015 graduate course)

Many links won’t work because they point to a blog accessible only to the students in the course.

Gender, Race, and the Complexities of Science and Technology

A Problem-Based Learning Approach

Spring 2015

Graduate Consortium of Women’s Studies

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50 whys to look for genes: 39. Assign humans to groups that arose after dispersal from Africa

Population geneticist, Richard Lewontin “found that the majority of the total genetic variation between humans (i.e., of the 0.1% of DNA that varies between individuals), 85.4%, is found within populations, 8.3% of the variation is found between populations within a ‘race’, and only 6.3% was found to account for the racial classification. Numerous later studies have confirmed his findings” (wikipedia). Critics of Lewontin, Continue reading

Day 1, 2015?—an attempt to address various comments from the taking stock session in a course on gender, race & the complexities ofscience, technology

Course: grst.wikispaces.umb.edu

Getting going on learning tools to use to make connections and contributions to a topic Continue reading

A lesson in race, genes, and IQ

“Some people suggest that race is coded in genes and genes determine IQ test scores. A slightly less simple but similar supposition is that differences among races are associated with differences in genes that people have, which, in turn, are associated with differences in IQ test scores. Yet everyone has a sense that such claims are controversial. What should you think about them?”

With this introduction I kicked off an interactive presentation to high school students visiting the exhibit “Race: Are We So Different” at the Museum of Science in Boston in 2011. In preparing the talk I had been concerned that the efforts of many critics to counter claims that link race, genes, and IQ test scores were too easily discounted by people entertaining the hypothetical: “Suppose that one day advances in genetics show direct links…” So I wanted not to assert from a position of professorial authority that this or that scientist was wrong about the facts or interpretations. I sought instead to render simple direct relationships implausible and to provide angles of critical questioning that would help students respond to any new facts that might emerge in the future. In this spirit, the presentation started with the introduction above, announced the take-home lesson – “The world is not that simple” – then moved through the script reproduced below. I do not have data to show how successful I was, so let me suggest that readers evaluate the educational approach for themselves by formulating their own answers at each step. At the end, see whether you have a clearer sense of why it is implausible that race, genes, and IQ test scores can be linked in any direct fashion…  [See more]