| 1. |
- Ahnesjö, Ingrid, et al.
(författare)
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Considering gender‑biased assumptions in evolutionary biology
- 2020
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Ingår i: Evolutionary biology. - : Springer Nature. - 0071-3260 .- 1934-2845. ; 47, s. 1-5
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Tidskriftsartikel (refereegranskat)abstract
- Many organisms studied by evolutionary biologists have different sexes, and the evolution of separate sexes and sexual dimorphisms in morphology and behaviour are central questions in evolutionary biology. Considering scientists to be embedded in a social and cultural context, we are also subjected to the risk of gender-biased assumptions and stereotypical thinking to appear when working on topics related to sexual reproduction and sexual dimorphism. Here we present, for continued discussion, a set of good-practice guidelines aimed at (1) helping to improve researchers’ awareness of gender-biased assumptions underlying language use, generalizations, and interpretation of observations; and (2) providing recommendations to increase transparency, avoid problematic terminology, and improve study designs.
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| 2. |
- Günter, Katerina P., Dr. 1989-, et al.
(författare)
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"Quite ironic that even I became a natural scientist" : Students' imagined identity trajectories in the Figured World of Higher Education Biology
- 2021
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Ingår i: Science Education. - : John Wiley & Sons. - 0036-8326 .- 1098-237X. ; 105:5, s. 837-854
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Tidskriftsartikel (refereegranskat)abstract
- Studying biology entails negotiating knowledges, identities, and what paths, more or less well-trodden, to follow. Knowledges, identities, and paths within the very practices of science are fundamentally gendered and it is, therefore, critical to recognize when exploring students' learning and participation in natural sciences. Even though students' numbers in undergraduate Higher Education Biology are female-biased, it does not mean that gendered processes are absent. In this study, we focus on early undergraduate biology students' identity work at a Swedish university, analyzing 55 study motivation texts discursively. Embedded in a Figured Worlds framework, we explore how students imagined and authored themselves in(to) the Figured World of Higher Education Biology along two imagined identity trajectories, the Straight Biology Path and the Backpacking Biology Path. While the first and numerically dominant imagined trajectory entails typical stories of a scientific child striving toward a research career, the latter recognizes broad interests and biology competences to be collected in a backpack for transdisciplinary use. Students imagining the Backpacking Biology Path authored themselves in relation to and explicitly not as having a linear trajectory, which positions the Straight Biology Path as dominant and culturally recognized. Our findings reveal gendered myths about science practices present in Higher Education Biology, yet also contested through alternative imaginaries. We, thereby, show that it is crucial for Higher Biology and Science Education to be aware of how students imagine their trajectories and how they negotiate masculine norms of science to create spaces for diverse and alternative identity trajectories.
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