Gender Diversity in Play With Physics: The Problem of Premises for Participation in Activities

Abstract

The lack of women engaging themselves in science has been thoroughly discussed in feminist and nonfeminist science studies. It has remained a mystery why so few female students take professional careers as scientists. Though more and more female students enroll in physics studies, for example, they seem to disappear before they reach academic positions. Instead of discussing this as a query of gender inequality in this article, I discuss the more general issues of inclusion and exclusion in communities of practices. I argue that selection mechanisms in a group of students can be connected to their premises for engaging themselves in an activity. As students have different embodied experiences, they also have different premises for engaging themselves. What seems like the same practice can, in fact, be analyzed as practices belonging to different activities. This approach might bring us a small step further in the discussions of the relations between gender and science.

Cite this

Cathrine Hasse (2002). Gender Diversity in Play With Physics: The Problem of Premises for Participation in Activities. Mind Culture and Activity. https://doi.org/10.1207/s15327884mca0904_02

@article{cathrine2002gender,
  title  = {Gender Diversity in Play With Physics: The Problem of Premises for Participation in Activities},
  author = {Hasse, Cathrine},
  year   = {2002},
  journal = {Mind Culture and Activity},
  doi    = {10.1207/s15327884mca0904_02}
}

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