| CODE | MSS2013 | ||||||
| TITLE | Diversity and Equity in Science | ||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 5 | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Mathematics and Science Education | ||||||
| DESCRIPTION | The study-unit will look at the ways in which views of science are constructed taking into consideration issues of diversity and equity. Personal narratives and life histories of scientists such as women scientists and scientists from under-represented groups in science disciplines dominated by the 'white male' will be used to illustrate how gender, race, disability and social class constrained who was allowed to enter the scientific field. Case study data and feminist critiques will also be used to show how masculine and western ways of knowing have influenced and had a significant impact on the way scientists define science, the way they do science, the kind of questions they ask and the answers they come up with. The impact of contemporary views of science on the uptake of careers in science by different groups will be explored. Finally, alternative ways of looking at science from a sociocultural perspective and through the lens of diversity will be discussed, in order to explore ways in which different opportunities for better access to science education by all groups regardless of gender, race or disability can be developed. Study-Unit Aims: The main aims of this study-unit is to: - enable students to reconstruct their views of science tied to issues of diversity and equity; - draw on various case studies, life history narratives and feminist critiques the to broaden their thinking about the ways in which traditional masculine and western views of science have influenced the way in which scientists define science; - reflect on the personal, social, historical and cultural views of science to critique androcentric and ethnocentric views of science; and - think about alternative ways of doing science based on diversity, equity and multiculturalism. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - describe the ways in which traditional views of masculine and western science have dominated the ways in which we define science; - compare and contrast western ways of knowing with traditional and indigenous ways of knowing science; - explain the different factors that have led to women and ethnic minorities to being under-represented in science; - question the traditional views of science from a feminist perspective; and - discuss how new opportunities can be created to encourage diversity. 2. Skills: By the end of the study-unit the student will be able to: - present a critical analysis of the development of views of science within personal, historical and cultural contexts; - write a narrative of a key scientist reflecting on how the scientist was able to overcome personal constraints (such as being a woman, coming from an ethnic minority, or having a disability) in order to achieve success; and - develop a presentation (power-point, leaflet) to encourage diversity and equity in science. Main Text/s and any supplementary readings: Fox-Keller, E. (1996). Reflections on Gender and Science. United States: Yale University Press. Hawking, J. (2015). Travelling to Infinity: The true story behind the theory of everything. United Kingdom: Alma Books. Kanigel, R. (2016). The man who knew infinity: A life of the genius Ramanujan. United States: Washington Square Press. Shetterly, M.L. (2017). Hidden Figures: The untold story of the African-American Women who helped win the space race. |
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| STUDY-UNIT TYPE | Lecture | ||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Danielle Martine Farrugia Charlotte Saliba Camilleri |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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