Monday May 23, 2005
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12:00 pm-2:00 pm Gender-Talks Seminar: Are American Theories of Gendered Science Culture-Bound? A Cautionary Tale from India
Carol C. Mukhopadhyay�a professor at San Jose State University, and a consultant and key advisor for the American Anthropological Association's NSF-Ford Foundation funded public education project, Race and Human Variation�is an anthropologist who has done comparative research in India and the United States on gender, family, education, and science. With funding from Fulbright, AIIS (American Institute for Indian Studies), and National Science Foundation, she carried out ethnographic and survey-type research in India to understand college and pre-college student science-related academic decisions. She designed a culturally meaningful questionnaire (the SAQ) for sixth, ninth, and 11t! h grade students at 12 linguistically, regionally, and socioeconomically diverse schools in four Indian cities (Delhi, Bangalore, Madras/Chennai, Hyderabad), collecting nearly 5000 questionnaires from close to 1600 students. Her study challenges the universality of American beliefs about female intellectual inferiority and of gendered academic achievement as rooted in internal, individual biological or psychological deficits. For information, contact Jenya Murnikov at [EMAIL PROTECTED] Larsen G08. Note: Open to the Public.
12:00 pm-2:00 pm Gender-Talks Seminar: Are American Theories of Gendered Science Culture-Bound? A Cautionary Tale from India
Carol C. Mukhopadhyay�a professor at San Jose State University, and a consultant and key advisor for the American Anthropological Association's NSF-Ford Foundation funded public education project, Race and Human Variation�is an anthropologist who has done comparative research in India and the United States on gender, family, education, and science. With funding from Fulbright, AIIS (American Institute for Indian Studies), and National Science Foundation, she carried out ethnographic and survey-type research in India to understand college and pre-college student science-related academic decisions. She designed a culturally meaningful questionnaire (the SAQ) for sixth, ninth, and 11t! h grade students at 12 linguistically, regionally, and socioeconomically diverse schools in four Indian cities (Delhi, Bangalore, Madras/Chennai, Hyderabad), collecting nearly 5000 questionnaires from close to 1600 students. Her study challenges the universality of American beliefs about female intellectual inferiority and of gendered academic achievement as rooted in internal, individual biological or psychological deficits. For information, contact Jenya Murnikov at [EMAIL PROTECTED] Larsen G08. Note: Open to the Public.
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