This article examines a select sample of popular magazines and self-help books to address the question: How is premenstrual syndrome constructed discursively as a legitimate disease worthy of medical attention and public discussion? The author finds that some women have been active participants in the construction of PMS as a medical disease. In particular, she finds that accounts of women's experiences of premenstrual symptoms figure prominently in the rhetorical legitimation of PMS as a medical phenomenon in the popular press and (...) self-help books. At the same time, the author examines the gendered assumptions about gender, health, and normality that underlie how women's “experiences” are incorporated into the construction of PMS. In particular, she asks whose experience is part of the medical legitimation of premenstrual symptoms and argues that the case of PMS illustrates the need for feminists to problematize biological as well as social experiences. (shrink)

This analysis focuses on a particular sedimented construction of the child found in child development theory. In traditional developmental theory the child is conceptualized as being qualitatively different from the adult; the child is conceived as "other" and as an incomplete version of the adult. The historical roots of this construction of meaning are explored through examination of two influential contributors in the child development field, G. S. Hall and Jean Piaget. The source of Hall's conception of the "child-as-primitive" in (...) evolutionary theory is demonstrated, and the consequences of his romanticized view of the "primitive" child are examined. Piaget's stage approach to cognitive development is similarly analyzed, with an emphasis on the way in which his method of inquiry reflects the fundamental assumption of the child's incompleteness, and the on the use of the "child-as-primitive" image in his theory. Anthropological and philosophical contributions in this area are reviewed, and ethical consequences of the "primitive" notion are explored. Implications for phenomenological approaches to child development research and theory are offered, with emphasis on Merleau-Ponty's contributions in this area. (shrink)

The marriage of Sally Peris Hughes (1895–1984) and Franz Schrader (1891–1962) in November 1920 launched a highly successful scientific collaboration that lasted over four decades. The Schraders were avid naturalists, adroit experimentalists, and keen theoreticians, and both had long, productive, and fruitful careers in zoology. They offer an extraordinarily rich case study that provides an insightful view of the work carried out in several areas of the life sciences from the 1920s to the 1960s—fieldwork, cytology, cytogenetics, and entomology—as well as (...) critical aspects of the social world of contemporary science. By focusing on the fieldwork the couple carried out in Mexico and Central America in the late 1920s and early 1930s, this paper seeks to illuminate how this collaborative scientific marriage embodies a collective, complex, and integrated personal and social arrangement that served to enhance both knowledge production and disciplinary development in several areas of science. It also reveals ways in which marriage could serve as a means to help both parties navigate and negotiate restrictive sociocultural norms and institutional arrangements in science involving gender, power, and authority in the early twentieth century. (shrink)

Charlotte Perkins Gilman and John Dewey were both pragmatists who recognized the need to restructure the environment to bring about social progress. Gilman was even more of a pragmatist than Dewey, however, because she addressed problems he did not identify-much less confront. Her philosophy is in accord with the spirit of Dewey's work but in important ways, it is more consistent, more comprehensive and more radical than his instrumentalism.

This article focuses on social reformer Caroline Bartlett Crane and her association with club women for municipal reform during the Progressive Era. Using archival material, the author examines the actual process of Progressive social reform in which Crane used social networks, sociology, and Social Gospel ideals to achieve positive social change. The author also addresses recent critiques of Progressive women reformers regarding their motivations, accomplishments, and their ultimate legacy in Progressive Era social change.

This article focuses on key features of the use of sex and gender in titles of articles about women, science, and engineering over an important forty-six-year period. The focus is theoretically and empirically consequential. Theoretically, the paper addresses science as a critical case that connects femininity/masculinity to social stratification; and the use of sex and gender as an enduring, analytical issue that reveals perspectives on hierarchies of femininity/masculinity. Empirically, this article identifies the emergence, development, and stabilization of published articles about (...) women, science, and engineering that use sex and gender in their titles. The distinctive method involves search, retrieval, and review of 23,430 articles, using intercoder reliabilities for inclusion/exclusion. This results in a uniquely specified and comprehensive set of articles on our subject and the identification of titles with sex and gender. Findings point to the growth of gender titles, their increase in every field, differing concentrations of sex and gender titles in journals, a span of telling topic areas, and higher citation rates of gender, compared to sex, titles. Broader implications appear in reasons for the growth of gender titles, meanings of topic areas that occur, insights into social inequalities and science policies, and emerging complexities of nonbinary categories of sex/gender. (shrink)

(1994). Exchange on professionalization as marginalization: The American home economics movement and the rhetoric of legitimation. Social Epistemology: Vol. 8, No. 2, pp. 123-132.

This essay introduces Jessie Taft's pragmatist feminist dissertation, which was written under the guidance of George Herbert Mead at the University of Chicago in 1913 and published in 1915. It gives a brief biography of Taft and summarizes the four chapters of her dissertation, the second of which is reprinted below.

This essay introduces some of the many interests, methodologies, and goals that the philosophical tradition of classical American philosophy, usually referred to as pragmatism, shares with feminist theories. Because pragmatism developed along with the emergence of departments of philosophy in the United States, it also begins recovering the shared history of some of the first women to receive philosophy degrees. It claims that women in and out of the academy influenced pragmatism and shows how contemporary feminist philosophers continue to challenge (...) and appropriate it. (shrink)

This piece is Chapter Two of Jessie Taft's 1913 doctoral dissertation The Woman Movement from the Point of View of Social Consciousness.