Methodology Record Type: Review   ID: 573
Female-Friendly Science: Applying Women's Studies Methods and Theories to Attract Students Rosser, Sue V.
Rosser notes that by the mid-1990’s (now) it has been predicted that there would be a severe shortage of American-trained scientists. In the belief that this would open the door for women and minorities, she prepared this assessment "of the potential of feminist pedagogical methods and theories ... to attract women and people of color to science" (p. xi). She documents the crisis in American education and the corresponding lack of scientists and engineers. She observes that solving the problem by the "back to basics" approach is not likely to attract women and minorities. But, her review of feminist scholarship and teaching present a counter approach that in many respects is similar to the African-American, Marxist, and non-Western paradigms, though each has its unique qualities as well. In chapters entitled "Women’s Ways of Knowing," "Toward Inclusionary Methods," "Sexism in Textbooks," and "Warming Up the Classroom Climate for Women," she presents an alternate higher education program more likely to attract women and minorities to science than the "back to basics" approach. It is likely, also, that it would be more hospitable to the presently "chilly" subjects of exceptional human experiences and psychic phenomena, although the standard parapsychological approach is not likely to be encouraged. In addition to the 8-page list of references for this book, there are useful lengthy bibliographies on Feminism and Science (12p), Feminist Pedagogy (8p), Feminist Theory (3p), and Women and Science (5p).
Publisher Information:	New York: Teachers College Press, 1990. 159p. Author Index: 149-152; Bibl: 113-122; Subject Index: 153-159; Suppl. bibl: 123-147; 14 tables

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