| 1. |
- Scantlebury, Kathryn, 1958-, et al.
(författare)
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Transition states: Chemistry educators engaging with and being challenged by matter, materiality and what may come to be
- 2020. - 1
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Ingår i: Transdisciplinary Feminist Research: Innovations in Theory, Method and Practice. - London : Routledge. - 9780367190040 - 9780429199776 ; , s. 184-197
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Bokkapitel (refereegranskat)abstract
- For several decades, feminist scholars have critiqued science and challenged its premises especially those that separate the researcher from the researched in a search for objectivity or that seek to write out women from the historical development of science (Stengers, 2018). Yet most of these critiques have focused on the disciplines of biology and physics with few offering a feminist critique of chemistry’s underlying principles and assumptions. Rather, studies in the construction of chemistry are often atheoretical with regards to gender and race, rarely offering any examination of power structures or any critical examination of the sociocultural aspects of learning chemistry and the gendered construction of the discipline. In the late 1980s and 1990s feminist scholars critiqued the gendered nature of science (Schiebinger, 1999; Tuana, 1989). Haraway (1988) challenged feminists to engage with the material because the discourse that built science and technology produced a matrix of domination. More recently, Barad (2007) building upon Haraway’s theories, and using Bohr’s epistemological framework, published a ground-breaking, field defining text, challenging us and the rest of humanity to ‘meet the universe halfway’ by becoming entangled with matter and materiality. Taken together, these authors present us with the question of whether there are transdisciplinary ways to explore the nature of chemistry and chemistry education that undermine the gendered nature of the discipline, while also remaining true to the tenets of feminist materiality. Lykke (2010) noted that transdisciplinary research poses and explores research questions that do not belong within existing disciplines and as such have the potential to generate new knowledge and areas of inquiry not accessible to a traditional discipline such as chemistry. This chapter responds to these provocations in ways which speak into feminism’s critique of the power structures that facilitate/cause inequities, especially as they pertain towards women and girls. In it, we explore the use of research|practices, such as cogenerative dialogues (cogens), snaplogs, and shadowing as feminist strategies to illustrate transdisciplinary material feminist research, and how these research strategies entangle humans with images, instruments, matter and material in the construction of chemical phenomena, knowledge, ontology and epistemology. We discuss how cogens, snaplogs, and shadowing are research|practices that challenge the current power structures and problematize the hierarchy in teaching chemistry, while generating research questions not yet asked within the discipline. Our scholarly ‘location’ within science education/science as feminist researchers places us in a transdisciplinary ‘transition state’ that produces unsettled feelings. A transition state, in a chemical sense, is explained further below but it represents an unstable ‘condition’ where it is impossible to halt/remain – you either return back from where you came or move to a new position. Our research identities as chemists/chemistry educators may invoke certain ‘scientific’ practices in conducting, reporting and teaching in our discipline yet those ‘scientific practices’ can be in conflict with material feminism practices – and vice versa. These different practices are grounded in different perceptions of knowledge, where ‘pure’ chemistry and traditional chemistry teaching has not embraced, or is even aware of, Barad’s agential realism. Thus, located in a chemistry department surrounded by chemists who are ignorant of material feminism causes tensions that put us in an unstable ‘condition’. And gender studies scholars often are uninformed about natural sciences practices and perceptions of knowledge. Regardless, when we are in an unstable transition state connected with unsettled feelings, forced by pressure from the surrounding or our own ‘inner’ experience of being uncomfortable, we may adjust back within the borders of the local setting/discourse. But transition states have the potential to generate opportunities for something new that would be impossible within a traditional discipline, and thus may constitute a mountain pass (see below) for feminist transdisciplinary change.
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| 2. |
- Andersson, Kristina, 1962-, et al.
(författare)
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Chafing borderlands: obstacles for science teaching and learning in preschool teacher education.
- 2020
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Ingår i: Cultural Studies of Science Education. - : Springer Nature. - 1871-1502 .- 1871-1510. ; 15:2, s. 433-452
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Tidskriftsartikel (refereegranskat)abstract
- This study examines preservice preschool teachers’ university science education experience.The empirical data are from a research and intervention project conducted on teacher education programs at two Swedish universities. We analyzed one of the assignments completed by 111 students within a science course as well as their conversations about the assignment at a number of seminars. We combined culture contrast and thematic analysis to examine the data. The results showed a tension between the preschool culture and the university science culture. We described this tension between the boundary lines of the two cultures as a chafing borderland. These cultures do not merge, and the defined boundaries cause chafing with each other. We discuss ways of diminishing this chafing of borderlands, potential border crossings such as caring and children as boundary objects and equalizing power imbalances.
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| 3. |
- Andersson, Kristina, 1962-, et al.
(författare)
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Gender Theory as a Tool for Analysing Science Teaching
- 2009
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Ingår i: Teaching and Teacher Education. - : Elsevier BV. - 0742-051X .- 1879-2480. ; 25:2, s. 336-343
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Tidskriftsartikel (refereegranskat)abstract
- This study examines to what extent experienced teachers are aware of gender issues in the science classroom. It also explores how an introduction to gender theory might alter this awareness. Teachers wrote their reflections about a real classroom situation. They were then asked to analyse the same situation after having read texts that discussed gender theory concepts. The fourteen teachers' understanding about gender and society were challenged. Some teachers were able to analyse the case differently by applying gender theory, others discussed the case on a more general level, while one teacher showed signs of resistance regarding gender theory.
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| 4. |
- Andersson, Kristina, 1962-, et al.
(författare)
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Genusperspektiv i naturvetenskaplig undervisning
- 2006
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Ingår i: Naturfagsdidaktikkens mange facetter. - Köpenhamn : Danmarks Paedagogiska Universitets Forlag. - 8776840875 ; , s. 95-102
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Konferensbidrag (refereegranskat)abstract
- Våren 2005 har ett skolutvecklingsprojekt initierats tillsammans med åtta verksamma lärare för att studera om en ökad genusmedvetenhet kan påverka undervisningen inom naturorienterade ämnen (NO) och teknik. Lärargruppen har tillsammans med projektansvariga diskuterat litteratur från forskning inom genusvetenskap och ämnesdidaktik vid sammanlagt sju seminarietillfällen. Lärarna uppmärksammar könsbundna attitydskillnader till naturvetenskap och teknik. En ökad insikt om flickors behov av att se helheter och förstå sammanhang har fått lärarna att tänka kring sin undervisning i NO/teknik på ett nytt sätt. Lärarna har bland annat provat att presentera samma undervisningsmoment på olika sätt i flick- respektive pojkgrupper. Träning och erfarenhet inom ett område som eleverna tidigare inte behärskar, skapar trygghet och förtrogenhet med ämnet och därigenom kan attitydskillnader överbryggas. För att bättre kunna förmedla ett intresse och engagemang till eleverna uttrycker lärarna en önskan om kompetensutveckling inom NO/teknik. I artikeln presenteras delresultat från intervjuer med fyra av de deltagande lärarna.
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| 5. |
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| 6. |
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| 7. |
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| 8. |
- Anderssson, Kristina, 1961-, et al.
(författare)
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Chafing borderlands : Obstacles for Science Teaching and Learning in Teacher Education
- 2014
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Konferensbidrag (refereegranskat)abstract
- A major Western concern is that young people avoid science and technology programs. At various times, and in different countries, governments, funding agencies and businesses have made large investments in recruitment campaigns with the objective to increase students’ interest and attract new groups of students to these disciplines. In particular, girls and women have been the target group for many of these campaigns. The assumption is that if young people understood how exciting and interesting science is, they would choose these subjects. In other words, the problem is that young people "don’t understand what is best for their own good". In addition, research has shown that primary and pre-school student teachers often feel alienated by science education (Appleton & Kindt 2002) and that it may be difficult for these students to reconcile the role of teacher of young children with the role of science teacher in their identity formation (Danielsson & Warwick 2012). However, feminist science educators suggest that students’ lack of interest is caused by character and image of the disciplines (Brickhouse 2001; Scantlebury 2012). Feminist philosophers’ of science have challenged the view of natural sciences as objective, and argue that knowledge production is human activities that are socially and culturally situated (Haraway 1988; Harding 1986). A noted problem with science is its elitist image. Science is portrayed as difficult and demanding, and as requiring a special talent from those who study or engage with the discipline. A feminist pedagogical stance is to visualize and discuss cultural, social, and historical dimensions of science. This has also proved advantageous for the acquiring of science content knowledge (Sible et al 2006). Therefore, we argue, that one important aspect of science teacher education is to problematize science (education), e.g. by including feminist critiques of science (Capobianco 2007; Mayberry 1998).In this paper we explore the impact of a feminist teaching intervention within teacher education, focusing on the research question: What occurs when students are situated in the encounter between feminist critique of natural sciences and teacher education? What kind of obstacles can be identified and how will these effect pre-service teachers’ pedagogy of science? The intervention, data collection and analysisIn an ongoing research and intervention project we are studying how an increased awareness of gender issues in science and in science teaching among student teachers influences their identities as teachers, and their teaching of science. We have followed a cohort of approximately 120 pre-service teachers (early years to lower secondary) from two universities in Sweden, through their first year of science courses. As an integral part of these science courses our intervention has introduced critical perspectives on gender and science as related to the culture of science and a feminist critique of the sciences. The project as a whole is framed theoretically by Hirdman's (1990) and Harding's (1986) theories of gender order in society, where gender is constituted on different levels: the structural, the symbolic and the individual (Harding 1986; Hirdman 1990; Rubin 1975). Hirdman (1990) describes this pattern from two perspectives: first, the separation of the two sexes and second, the superior status of the male standard. The formation of gender consolidates differences between the sexes and the female gender is always subordinate the male one, independent of status, class, time, and space.
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| 9. |
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| 10. |
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| 11. |
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| 12. |
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| 13. |
- Anderssson, Kristina, 1962-, et al.
(författare)
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Lärarutbildares naturvetenskap under lupp - : en studie i gränslandet mellan ämnesdiscipliner och skolämnen
- 2019
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Ingår i: Resultatdialog 2019. - Stockholm : Swedish Research Council, Vetenskapsrådet. - 9789188943224 ; , s. 10-13
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Universitetslärare i biologi, fysik och kemi lägger ingen större vikt vid att det finns lärarstudenter bland eleverna och deras uppfattning om ämnesdidaktik är diffus. Ofta sätter instrumenttunga laboratorier osynliga ramar för vad som är legitimt att fokusera. Studenter med annat fokus riskerar att stötas ut. Kulturen på institutionerna gör att ämneslärarstudenter matas med budskap om att undervisning är något underordnat – vilket sannolikt påverkar deras syn på utbildningsval, självbild och framtida yrkesroll som specialister på just undervisning. Vi har studerat lärarutbildares syn på sina ämnen och hur denna manifesteras i utbildningen.
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| 14. |
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| 15. |
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| 16. |
- Danielsson, Anna, 1978-, et al.
(författare)
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"In biology class we would just sit indoors…” : Experiences of insideness and outsideness in the places student teachers’ associate with science
- 2016
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Ingår i: Cultural Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510. ; 11:4, s. 1115-1134
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Tidskriftsartikel (refereegranskat)abstract
- In this article we explore the places pre- and primary school (K-6) student teachers associate with their science learning experiences and how they view the relationship between these places and science. In doing so, we use ‘place’ as an analytical entry point to deepen the understanding of pre- and primary school student teachers’ relationship to science. Inspired by theories from human geography we firstly explore how the university science classroom can be conceptualised as a meeting place, where trajectories of people as well as artefacts come together, using this conceptualisation as the stepping stone for arguing the importance of the place-related narrations of science the students bring to this classroom. We thereafter analyse how a sense of place, including affective dimensions, is reflected in Swedish student teachers’ science learning narratives (collected in the form of an essay assignment where the student teachers’ reflected upon their in and out of school science learning experiences). The empirical material consists of 120 student essays. The most prominent feature of the empirical material as a whole is the abundance of affective stories about the student teachers’ experiences in natural environments, often expressing a strong sense of belonging to, and identification with, a particular place. However, the student narratives also give voice to an ambivalent valuing of the affective experiences of natural environments. Sometimes such affective experiences are strongly delineated from what the students consider actual science knowledge, on other occasions, students, in a somewhat contradictious way, stress natural environments as the authentic place for doing science, in contrast to the perceived in-authenticity of teaching science in the classroom. When student teachers explicitly discuss the classroom as a place, this was almost without exception with strong negative emotions, experiences of outsideness and alienation.
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| 19. |
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| 21. |
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| 22. |
- Gullberg, Annica, 1962-, et al.
(författare)
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Can the Ambition with Individualize Pedagogy Limit the Children in Pre-school?
- 2014
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Konferensbidrag (refereegranskat)abstract
- At two Swedish universities critical perspectives on gender and science were integrated as part of preschool teacher science courses. In one assignment 45 preservice teachers described and reflected upon episodes in their pre-school placements where they judged gender to be of importance and impacted the children’s science and technology learning. Two main themes regarding the view of children were identified: (1) children have a stable core identity and should be supported to ‘be who they are’, or (2) children are a “jack-of-all-trades” with potential interests in a variety of subject matter topics and that these interests could be supported by teachers. We will discuss how the different themes may affect preservice teachers’ strategies to challenge children’s stereotypical gender patterns.
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| 23. |
- Gullberg, Annica, 1962-, et al.
(författare)
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"Genus är att låta barnen vara dom de är" - hur barnsyn och genusmedvetenhet får ämnesdidaktiska konsekvenser.
- 2012
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- This paper reports from a study exploring how an increased knowledge about gender issues can affect pre-school student teachers’ reflections and actions concerning science and technology activities. We have analysed written assignments given to student enrolled in a teacher education programme as well as group discussions that were part of their science and technology courses. One assignment was focused on describing situations during their pre-school placements where the students themselves judged gender to be important. The analysis identifies a reoccurring argumentation among the students that draws on an idea that children need to ‘be who they are’, thus portraying them as having a stable core identity. In this paper we ask what it means to let the children ‘be who they are’ and what the consequences of this view for developing the pre-school according to the curriculum and the education act can be. In doing so, we discuss issues that respectively may promote and hinder pre-school teachers to develop strategies that challenges stereotypical gender patterns. Furthermore, we problematize what consequences this might have for science teaching.
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| 24. |
- Gullberg, Annica, 1962-, et al.
(författare)
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Pre-service teachers' views of the child : Reproducing or challenging gender stereotypes in science in preschool
- 2018
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Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 48:4, s. 691-715
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Tidskriftsartikel (refereegranskat)abstract
- We report how 47 pre-service teachers during their preschool placement in Sweden identify events related to gender and emerging science. We analysed their reflections on the situations with Gee’s Discourse analysis. Two dominant discourse models were identified: the Discourse Construare, where pre-service teachers assumed that children have potential interests in a variety of subjects, and the Discourse Essentia, where children were regarded to have a stable core identity. In the latter discourse, the pre-service teachers’ task would be to encourage the children to be who they are. The analysis found a connection between pre-service teachers’ views of the child and whether gender stereotypes were reproduced or counteracted. The Discourse Essentia is in conflict with the goal in the Swedish national curriculum that all children should learn science. We discuss how the different discourses affect whether children are stimulated or inhibited in their emerging science activities and interests. Based on the results from an analysis of answers reflecting the Discourse Construare, we have designed a model illustrating a process for gender-aware teaching.
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| 25. |
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| 26. |
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| 27. |
- Hussenius, Anita, 1956-
(författare)
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Bland provrör och spektrometrar. : Materiens agens och materiell dysfunktionalitet
- 2018
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Ingår i: Tidskrift för genusvetenskap. - : Tidskrift för genusvetenskap. - 1654-5443. ; 39:4, s. 31-50
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Tidskriftsartikel (refereegranskat)abstract
- This study considers academic chemistry environments and showshow both daily consumables and precious research instrumentsinteract with students and teachers. In such an environment – alaboratory, a classroom, a staff room – language, discourse, culture,and matter are entangled, without the possibility to clearly distinguishthem as separate entities. It is this entanglement the presentarticle aims to illustrate. By using Barad’s feminist theory of agentialrealism and the concept of ‘culture’ on empirical data constructedduring field work where chemistry professors where shadowed, Iinvestigate and discuss how the intertwinement of matter anddiscourse occurs. By using an example from the empirical data, theagency of matter is shown as part of the emergence of materialdiscursivepractices and it is also shown how such an agencysometimes has effects that extend far beyond the intended purposeand scope, sometimes creating limits for what is possible. In bothcases, there are consequences for participants who are eitherco-creators of the practice or who suddenly find themselves in analready existing one. In the article, I introduce the concept ofmaterial dysfunctionality and show that the absence of materialawareness poses a risk, primarily for students and other subordinatedparticipants, of finding themselves in non-optimal or evenimpossible situations. Participants who, due to the materialdysfunctionality of an educational or work environment, end up ina performance-unfavorable position, can be identified as incompetentand not recognized as a potential member of the discipline andthe culture. Such negative adhesion is more likely if the participant’sperceived shortcomings are reinforced by the fact that she is awoman in a male-dominated environment. Other categories ofdifferences may have similar consequences if perceived as challengingin the prevailing culture.
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| 28. |
- Hussenius, Anita, 1956-
(författare)
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Bringing the science culture into account when teaching and learning science
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Starting by some examples of “the image of science” conveyed in society by for example media, educational institutions as well as by scientists themselves, this presentation will discuss a research and intervention project that introduced critical feminist perspectives on science education to pre-service teachers in two Swedish universities. In the project we have followed a cohort of approximately 120 pre-school and primary school pre-service teachers through their first year of science courses. As an integral part of these science courses our intervention has introduced critical perspectives on gender and science as related to the culture of science and a feminist critique of the sciences. In doing so, the project aimed to provide the pre-service teachers with tools for articulating and reflecting on their thoughts about science, gender and teaching. The empirical material consists of students’ written tasks, audio-recorded group discussions and interviews. The presentation will outline the intervention as such, but also present results from some of the current strands of analysis. In one such analytical strand we seek to understand the pre-service teachers' meeting with the intervention through conceptualizing their educational experience as shaped by a participation in multiple ‘cultures’. In another analytical strand the focus is implications of gender (un)awareness for the teaching of science and an additional strand has the focus how a sense of place, including affective dimensions, is reflected in the student teachers’ science learning narratives.
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| 29. |
- Hussenius, Anita, 1956-
(författare)
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Case with cases - a method for work of change
- 2011
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Konferensbidrag (refereegranskat)abstract
- Several studies have shown that teachers treat girls and boys differently (Andersson 2010; Eidevald 2009; Stadler 2007). The authors in these studies also report that the step from being aware of the importance of equity and gender issues to actively putting equity into practice may be a large one, and it may be difficult to see one’s own behavior without some kind of help or support. Researchers in the field of science education have established that teachers’ assumptions and expectations of pupils are of importance for these pupils’ achievements in science subjects in school (Huang & Fraser 2009; Kahle & Meece 1994). In an on-going project we want to illuminate in-service and student teachers’ as well as upper-secondary school students’ understandings of and attitudes toward gender. Moreover we want to challenge pre-conceived conceptions about gender and science. In doing so we introduce critical perspectives on gender as related to the nature of science, the culture of science and a feminist critique of the sciences. This presentation will focus on the use of ‘cases’ consisting of real school situations to highlight different issues of gender and to increase the awareness of their importance (Andersson, Hussénius & Gustafsson, 2009). The activities with the ‘cases’ give the participants tools for reflection which may increase the possibility for articulating thoughts about gender and science through verbal and written forms. The data collection consists of video-recorded group discussions, spontaneously responses to ‘cases’ written without prior considerations and semi-structured interviews. The empirical material is a source for exploring the process of the participants’ on-going negotiations of gender, science, and science teaching. Another objective with the study is to examine whether the case-method is a practicable way to bring about change.
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| 30. |
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| 31. |
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| 32. |
- Hussenius, Anita, 1956-, et al.
(författare)
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En plastisk sak som lär nytt hela livet
- 2010
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Ingår i: Pedagogiska magasinet. - Stockholm : Lärarförbundet. - 1401-3320. ; :2, s. 26-30
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 35. |
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| 36. |
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| 37. |
- Hussenius, Anita, 1956-, et al.
(författare)
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"Här håller vi inte på med genus, här håller vi på med naturvetenskap"
- 2014
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Ingår i: Vetenskapsrådet Resultatdialog 2014. - : Vetenskapsrådet. - 1651-7350. ; , s. 98-108
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Lärarstudenter har följts under ett år av naturvetenskapliga kurser, där vi problematiserat den naturvetenskapliga kulturen och integrerat genusmoment. En utgångspunkt har varit att ökad genusmedvetenhet, tillsammans med kunskaper om ämneskulturen, kan ge nya sätt att förhålla sig till och arbeta med naturvetenskap. Resultaten visar att när studenter med negativa erfarenheter av naturvetenskaplig undervisning förstår hur ämneskulturen påverkat dem, så ger det dem en annan relation till ämnena. Även platsen har betydelse för att förstå känslor av alienation. Det visar sig också att genus har betydelse för vilka områden barn får tillgång till. Lärares (o)medvetna föreställningar kan innebära att de tolkar och styr barnens aktiviteter, vilket får till följd att barnen kan uppmuntras eller hämmas. Lärarens genusmedvetenhet får då ämnesdidaktiska konsekvenser. Från det empiriska materialet har vi konstruerat en modell som illustrerar lärarens utveckling av en genusmedveten undervisning.
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| 38. |
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| 40. |
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| 41. |
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| 42. |
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| 43. |
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| 44. |
- Hussenius, Anita, 1956-, et al.
(författare)
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Interstitial spaces - a model for challenge and change.
- 2014
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Konferensbidrag (refereegranskat)abstract
- This paper introduces the concept of interstitial spaces to examine the boundaries of science, science education, pedagogy, caring, and gender to discuss the different cultures teacher students meet during their education. Interstitial spaces exist between and within boundaries. These spaces are possible sites within a defined context (a discipline, a practice, a culture) that may be occupied by an actor/agent working as a “carrier” of different cultural practices, knowledge and theories. A “carrier” can use the interstitial space to influence and challenge a “new” context and thus loosen up boundaries, but can also by experiencing new cultures and developing new knowledge integrate these new views into future practices. Thus, interstitial spaces establish a context for a carrier to act in ways to transform and change the cultures of disciplines. On an individual level, instead of feelings of alienation, of not fitting into a culture, the model offers a carrier the position as someone who has the potential and possibility to invoke a change, and this can be empowering.
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| 45. |
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| 46. |
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| 47. |
- Hussenius, Anita, 1956-, et al.
(författare)
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Kinetic study of a homodienyl-[1,5]-hydrogen shift in a vinylzaziridine
- 1996
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Ingår i: Journal of Physical Organic Chemistry. - : JOHN WILEY & SONS LTD. - 0894-3230 .- 1099-1395. ; 9:9, s. 623-625
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Tidskriftsartikel (refereegranskat)abstract
- The thermal rearrangement of an N-substituted vinylaziridine to the corresponding (Z)-allylic imine, i.e. a homodienyl-[1,5]-hydrogen shift, was studied at different temperatures in the range 40-90 degrees C. H-1 NMR spectroscopy was used to follow the r
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| 48. |
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| 49. |
- Hussenius, Anita, 1956-, et al.
(författare)
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Naturvetenskap och utbildning. En materiell, skev, "sexig" och skavande historia?
- 2018
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Ingår i: Tidskrift för genusvetenskap. - : Tidskrift för genusvetenskap. - 1654-5443. ; 39:4, s. 2-5
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I detta temanummer om naturvetenskap och utbildning, går naturvetenskapen som en röd tråd genom samtliga artiklar och finns även med som en aspekt i frispel och recensioner. Genom åren har det tidigare förekommit ett antal artiklar på samma tema, samt några temanummer och artiklar med fokus på det närliggande teknikområdet. Naturvetenskap har också en gång tidigare varit föremål för ett temanummer, nämligen i dåvarande Kvinnovetenskaplig tidskrift, nummer 4 från 1984, som handlade om kvinnor och naturvetenskap. Då beskrevs vetenskapsområdet som ”kanske det forskningsfält, som längst lyckats hålla sig utom skotthåll för den feministiska vetenskapskritiken”, vilket förklarades med mansdominansen samt de naturvetenskapliga ämnenas förmåga att upprätthålla en bild som varande objektiva och värderingsfria. Inte mycket har hänt sedan dess; naturvetenskapen har lyckats bevara ett skimmer av objektivitet ochden är fortfarande en manlig bastion vad gäller högre positioner inom akademin, även inom biologiämnet som haft en majoritet av kvinnliga studenter åtminstone sedan 1980-talet. Exempel på hur detta kan ta sig uttryck idag ges i några av artiklarna i föreliggande nummer.Vi hoppas att detta temanummer, med ett feministiskt insider-perspektiv på naturvetenskap, kan bidra med nya perspektiv på ämneskulturerna. Med förhoppning om givande och lärorik läsning,
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