Few would expect women to feature often in the literature on minerology from the 15th through the 19th centuries, the recorded history of science being what it is. Among the approximately 1500 scholars in a massive catalogue of authors of mineralogy texts from 1439 to 1919 complied by the independent scholar, Curtis P. Schuh, we count six women as primary entries and three others discussed secondarily. From the documents that Schuh left behind before his death, our database for this investigation, women wrote approximately 0.5% of the texts described. Only very unusual circumstances supported the life of a woman devoted to crystals in centuries past. more »« less
Storey, Grant; Mimno, David
(, Journal of Cultural Analytics)
null
(Ed.)
One commonly recognized feature of the Ancient Greek corpus is that later texts frequently imitate and allude to model texts from earlier time periods, but analysis of this phenomenon is mostly done for specific author pairs based on close reading and highly visible instances of imitation. In this work, we use computational techniques to examine the similarity of a wide range of Ancient Greek authors, with a focus on similarity between authors writing many centuries apart. We represent texts and authors based on their usage of high-frequency words to capture author signatures rather than document topics and measure similarity using Jensen- Shannon Divergence. We then analyze author similarity across centuries, finding high similarity between specific authors and across the corpus that is not common to all languages.
Wood, Sara; Henning, Jeremiah A.; Chen, Luoying; McKibben, Taylor; Smith, Michael L.; Weber, Marjorie; Zemenick, Ash; Ballen, Cissy J.
(, Proceedings of the Royal Society B: Biological Sciences)
Textbooks shape teaching and learning in introductory biology and highlight scientists as potential role models who are responsible for significant discoveries. We explore a potential demographic mismatch between the scientists featured in textbooks and the students who use textbooks to learn core concepts in biology. We conducted a demographic analysis by extracting hundreds of human names from common biology textbooks and assessing the binary gender and race of featured scientists. We found that the most common scientists featured in textbooks are white men. However, women and scientists of colour are increasingly represented in contemporary scientific discoveries. In fact, the proportion of women highlighted in textbooks has increased in lockstep with the proportion of women in the field, indicating that textbooks are matching a changing demographic landscape. Despite these gains, the scientists portrayed in textbooks are not representative of their target audience—the student population. Overall, very few scientists of colour were highlighted, and projections suggest it could take multiple centuries at current rates before we reach inclusive representation. We call upon textbook publishers to expand upon the scientists they highlight to reflect the diverse population of learners in biology.
Despite efforts to diversify the science, technology, engineering, and mathematics (STEM) workforce, engineering remains a White, male-dominated profession. Often, women and underrepresented students do not identify with STEM careers and many opt out of STEM pathways prior to entering high school or college. In order to broaden participation in engineering, new methods of engaging and retaining those who are traditionally underrepresented in engineering are needed. This work is based on a promising approach for encouraging and supporting diverse participation in engineering: disciplinary literacy instruction (DLI). Generally, teachers use DLI to provide K-12 students with a framework for interpreting, evaluating, and generating discipline-specific texts. This instruction provides students with an understanding of how experts in the discipline read, engage, and generate texts used to solve problems or communicate information. While models of disciplinary literacy have been developed and disseminated in several humanities and science fields, there is a lack of empirical and theoretical research that examines the use of DLI within the engineering domain. It is thought that DLI can be used to foster diverse student interest in engineering from a young age by removing literacy-based barriers that often discourage underrepresented students from entering and pursuing careers in STEM fields. This work-in-progress paper describes a new study underway to develop and disseminate a model of disciplinary literacy in engineering. During this project, researchers will observe, interview, and collect written artifacts from engineers working across four sub-disciplines of engineering: aerospace/mechanical, biological, civil/environmental, and electrical/computer. Data that will be collected include interview transcripts, observation field notes, engineer logs of literacy practices, and photographs of texts that the engineers read and write. Data will be analyzed using constant comparative analytic (CCA) methods. CCA will be used to generate theoretical codes from the data that will form the basis for a model of disciplinary literacy in engineering. As a primary outcome of this research, the engineering DLI model will promote the use of DLI practices within K-12 engineering instruction in order to assist and encourage diverse, underrepresented students to engage in engineering courses of study and pursue STEM careers. Thus far, the research team has begun collecting and analyzing data from two electrical engineers. This work in progress paper will report on preliminary findings, as well as implications for K-12 classroom instruction. For instance, this study has shed insights on how engineers use texts as part of the process of conducting failure analysis, and the research team has begun to conceptualize how these types of texts might be used with K-12 students to help them conduct failure analyses during design testing. Ultimately, this project will result in a list of grade-appropriate texts, evaluative frameworks, and activities (e.g., failure analysis in testing) that K-12 engineering teachers can use to prepare their diverse students to think, act, read, and write like engineers.
Sims, Matthew; Bamman, David
(, Proceedings of the 2020 Conference on Empirical Methods in Natural Language Processing (EMNLP))
null
(Ed.)
We present the task of modeling information propagation in literature, in which we seek to identify pieces of information passing from character A to character B to character C, only given a description of their activity in text. We describe a new pipeline for measuring information propagation in this domain and publish a new dataset for speaker attribution, enabling the evaluation of an important component of this pipeline on a wider range of literary texts than previously studied. Using this pipeline, we analyze the dynamics of information propagation in over 5,000 works of English fiction, finding that information flows through characters that fill structural holes connecting different communities, and that characters who are women are depicted as filling this role much more frequently than characters who are men.
Varma, Roli; Falk, John; Dierking, Lynn
(, American Behavioral Scientist)
This special issue brings selected papers from an international conference which brought a group of approximately 30 Science Technology and Society and Popularization of Science experts from nine South Asian and Southeast Asian countries (Bangladesh, India, Indonesia, Malaysia, Nepal, Pakistan, Singapore, Sri Lanka, and Thailand), plus the United States. They discussed how best to enhance public awareness about the role of women in Science, Technology, Engineering, and Mathematics (STEM). These papers show how to develop strategies for increasing the participation of women in STEM, both as STEM professionals and as informed and engaged, lifelong participants in a STEM-rich world.
Kahr, Bart. Gender and Library of Mineralogy. Crystals, 12 (3). Retrieved from https://par.nsf.gov/biblio/10321127. https://doi.org/10.3390/cryst12030333
@article{osti_10321127,
place = {Country unknown/Code not available},
title = {Gender and Library of Mineralogy},
url = {https://par.nsf.gov/biblio/10321127},
DOI = {10.3390/cryst12030333},
abstractNote = {Few would expect women to feature often in the literature on minerology from the 15th through the 19th centuries, the recorded history of science being what it is. Among the approximately 1500 scholars in a massive catalogue of authors of mineralogy texts from 1439 to 1919 complied by the independent scholar, Curtis P. Schuh, we count six women as primary entries and three others discussed secondarily. From the documents that Schuh left behind before his death, our database for this investigation, women wrote approximately 0.5% of the texts described. Only very unusual circumstances supported the life of a woman devoted to crystals in centuries past.},
journal = {Crystals},
volume = {12},
number = {3},
author = {Kahr, Bart},
}
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