The gender concept woman is central to feminism but has proven to be notoriously difficult to define. Some feminist philosophers, most notably Sally Haslanger, have recently argued for revisionary analyses of the concept where it is defined pragmatically for feminist political purposes. I argue against such analyses: pragmatically revising woman may not best serve feminist goals and doing so is unnecessary. Instead, focusing on certain intuitive uses of the term ‘woman’ enables feminist philosophers to make sense of it.

Many studies have indicated that mathematics anxiety, and other negative attitudes and emotions toward mathematics, are pervasive and are associated with lower mathematical performance. Some previous research has suggested that working memory is related to both mathematics anxiety and mathematics. Moreover, both gender and chosen course of study appeared likely to influence students’ attitudes to mathematics. In the present study, 40 university undergraduates completed a battery of assessments investigating working memory, attitude to mathematics, test anxiety. and mental and written arithmetic. (...) Attitudes to mathematics were significantly associated with the other variables: working memory, test anxiety, and both measures of mathematical performance. The other variables were not strongly associated with one another. There were no gender differences in mathematical performance, but females exhibited more negative attitudes to mathematics and higher test anxiety than males. After controlling for test anxiety, there ceased to be significant gender differences in attitudes to mathematics. Science students had more positive attitudes to mathematics than humanities students, but the groups did not differ in test anxiety, Science students were better at written but not mental arithmetic. They were also better at working memory, but this was not a significant covariate when the groups were compared on mathematical performance and attitudes to mathematics The results are discussed, with particular focus on implications for future research on influences on mathematics anxiety. (shrink)

The dynamic nature of physics cannot be captured through an exclusive focus on the static mathematical formulations of physical theories. Instead, we can more fruitfully think of physics as a set of distinctively social, cognitive, and theoretical/methodological practices. An emphasis on practice has been one of the most notable aspects of the recent “naturalistic turn” in general philosophy of science, in no small part due to the arguments of many feminist philosophers of science. A major project of feminist philosophy of (...) physics has been to shine a critical light on the social and cognitive practices in physics, and how those ultimately influence other aspects of the science. Here we argue that traditional philosophy of physics has focused exclusively on the theoretical/methodological practices of physics, and that feminist philosophy of physics seeks to broaden the focus to include the social and cognitive practices as well. (shrink)

The benefits of belonging for academic performance and persistence have been examined primarily in terms of subjective perceptions of social belonging, but feeling ability belonging, or fit with one’s peers intellectually, is likely also important for academic success. This may particularly be the case in male-dominated fields, where inherent genius and natural talent are viewed as prerequisites for success. We tested the hypothesis that social and ability belonging each explain intentions to persist in physical science, technology, engineering, and math (pSTEM). (...) We further explore whether women experience lower social and ability belonging than men on average in pSTEM and whether belonging more strongly relates to intentions to persist for women. At three time points throughout a semester, we assessed undergraduate pSTEM majors enrolled in a foundational calculus or physics course. Women reported lower pSTEM ability belonging and self-efficacy than men but higher identification with pSTEM. End-of-semester social belonging, ability belonging, and identification predicted intentions to persist in pSTEM, with a stronger relationship between social belonging and intentions to persist in pSTEM for women than men. These findings held after controlling for prior and current academic performance, as well as two conventional psychological predictors of academic success. (shrink)

Math anxiety (MA) has been suggested to decrease the math performance of students. However, it remains unclear what factors moderate this relationship. The purpose of this study was to analyze the link between MA and math performance. Studies that explored the relationship between MA and math performance, conducted from 2000 to 2019 (84 samples, N = 8680), were identified and statistically integrated with a meta-analysis method. The results indicated a robust negative correlation between MA and math performance. Furthermore, regarding the (...) analysis of moderator variables, this negative link was stronger in the studies that involved Asian students, whereas it was the weakest in the studies that involved European students. Moreover, this negative link was stronger in the studies within a senior high school group, whereas it was the weakest in the studies within an elementary group. Finally, this negative link was strongest among studies that used a custom test and studies that assessed problem-solving skills. Potential explanations and implications for research and practice are discussed. (shrink)

People can be taught to manipulate symbols according to formal mathematical and logical rules. Cognitive scientists have traditionally viewed this capacity—the capacity for symbolic reasoning—as grounded in the ability to internally represent numbers, logical relationships, and mathematical rules in an abstract, amodal fashion. We present an alternative view, portraying symbolic reasoning as a special kind of embodied reasoning in which arithmetic and logical formulae, externally represented as notations, serve as targets for powerful perceptual and sensorimotor systems. Although symbolic reasoning often (...) conforms to abstract mathematical principles, it is typically implemented by perceptual and sensorimotor engagement with concrete environmental structures. (shrink)

Recently, researchers have begun to empirically investigate the gender gap in philosophy and provide potential explanations for the underrepresentation of women in philosophy relative to their representation in other disciplines. This empirical research as well as research on the gender gap in Science, Technology, Engineering, and Mathematics fields has shed light on a priori, armchair explanations of the gender gap. For example, implicit bias and stereotype threat may contribute much less to the philosophy gender gap than previously thought. However, new (...) candidate contributing factors have emerged. Drawing on the theoretical resources concerning fixed mindsets in response to difficult tasks, a new theory suggests that practitioners in various fields, including philosophy, hold the belief that success in their fields requires natural brilliance. Further, the extent to which members of a field hold that belief predicts the diversity of the members of that field. Initial findings suggest that among the set of students who hold these beliefs, women are disproportionately disinterested in continuing in philosophy. Other hypotheses seem plausible, such as the idea that lay people hold gendered schemas about philosophy, but require more empirical support to be partial explanations. Future empirical research should focus on these plausible hypotheses, replications of previous findings, and investigating the effects of intersectionality within the gender gap. (shrink)

What does it mean to practice socially responsible science on controversial issues? In a fresh turn focussing on the neuroscientists’ responsibility in producing knowledge about politically charged subjects, Chalfin et al. (Am J Bioethics 8(1):1–2, 2008) caution neuroscientists to be careful about how they present their findings lest their results be used to support unfounded biases, social stereotypes and prejudices. Weisberg et al. (J Cogn Neurosci 20(3):470–477, 2008) discuss the allure of neuroscience explanations and demonstrate how laypersons easily accept dubious (...) claims as long as (even non-relevant) neuroscientific descriptions are provided. Fine (2010) exposes the use of scientific evidence in propagating outdated gender myths by popular writers and discusses the infiltration of these prejudices into popular belief, folk culture and lifestyle. This paper discusses ways in which the ‘neuroscience of gender difference’ itself inadvertently contributes to normalising socially constructed theories about sex difference in cognitive performance. This unpremeditated effect has evident implications on the structuring of society because gender relations cut across social, political and economic boundaries. We present a theoretical reflection of factors that could interact with the scientists’ attempted objective evaluation of the subject, the methods and some principle problems, and we engage a science studies approach as our methodological tool. Our object of critique is drawn from the research on spatial abilities that articulate the dissention pertaining to sex differences in intellectual capacity. (shrink)

The under-representation of women in Science, Technology, Engineering, and Mathematics is ubiquitous and understanding the roots of this phenomenon is mandatory to guarantee social equality and economic growth. In the present study, we investigated the contribution of non-cognitive factors that usually show higher levels in females, such as math anxiety and neuroticism personality trait, to numeracy competence, a core component in STEM studies. A sample of STEM undergraduate students, balanced for gender and Intelligent Quotient, completed online self-report questionnaires and a (...) numeracy cognitive assessment test. Results show that females scored lower in the numeracy test, and higher in the non-cognitive measures. Moreover, compared to males’, females’ numeracy scores were more strongly influenced by MA and neuroticism. We also tested whether MA association to numeracy is mediated by neuroticism, and whether this mediation is characterized by gender differences. While we failed to detect a significant mediation of neuroticism in the association between MA and numeracy overall, when gender was added as a moderator in this association, neuroticism turned out to be significant for females only. Our findings revealed that non-cognitive factors differently supported numeracy in females and males in STEM programs. (shrink)

Using contemporary data from the U.S. and other nations, we address 3 questions: Do gender differences in mathematics performance exist in the general population? Do gender differences exist among the mathematically talented? Do females exist who possess profound mathematical talent? In regard to the first question, contemporary data indicate that girls in the U.S. have reached parity with boys in mathematics performance, a pattern that is found in some other nations as well. Focusing on the second question, studies find more (...) males than females scoring above the 95th or 99th percentile, but this gender gap has significantly narrowed over time in the U.S. and is not found among some ethnic groups and in some nations. Furthermore, data from several studies indicate that greater male variability with respect to mathematics is not ubiquitous. Rather, its presence correlates with several measures of gender inequality. Thus, it is largely an artifact of changeable sociocultural factors, not immutable, innate biological differences between the sexes. Responding to the third question, we document the existence of females who possess profound mathematical talent. Finally, we review mounting evidence that both the magnitude of mean math gender differences and the frequency of identification of gifted and profoundly gifted females significantly correlate with sociocultural factors, including measures of gender equality across nations. (shrink)

Autism, typically described as a spectrum neurodevelopmental disorder characterized by impairments in verbal ability and social reciprocity as well as obsessive or repetitious behaviours, is currently thought to markedly affect more males than females. Not surprisingly, this encourages a gendered understanding of the Autism Spectrum. Simon Baron-Cohen, a prominent authority in the field of autism research, characterizes the male brain type as biased toward systemizing. In contrast, the female brain type is understood to be biased toward empathizing. Since persons with (...) autism are characterized as hyper-systemizers and hypo-empathizers, Baron-Cohen suggests that, whether they are male or female, most possess an “extreme male brain profile.” We argue that Baron-Cohen is misled by an unpersuasive gendering of certain capacities or aptitudes in the human population. Moreover, we suggest that this may inadvertently favour boys in diagnosing children with Autism Spectrum Disorders. If this is correct, it could also have rather serious consequences for treatment and services for girls (and women) on the Autism Spectrum. (shrink)

It is a common belief that males have superior visuospatial abilities and that differences in this and other cognitive domains (e.g., math) contribute to the reduced interest and low representation of girls and women in STEM education and professions. However, previous studies show that gender-related implicit associations and explicit beliefs, as well as situational variables, might affect cognitive performance in those gender-stereotyped domains and produce between-gender spurious differences. Therefore, the present study aimed to provide information on when, how and who (...) might be affected by the situational reactivation of stereotypic gender-science beliefs/associations while performing a 3D mental rotation chronometric task (3DMRT). More specifically, we assessed the explicit beliefs and implicit associations (by the Implicit Association Test) held by female and male students of humanities and STEM majors and compared their performance in a 3DMRT after receiving stereotype- congruent, incongruent and nullifying experimental instructions. Our results show that implicit stereotypic gender-science associations correlate with 3DMRT performance in both females and males, but that inter-gender differences emerge only under stereotype-reactivating conditions. We also found that changes in self-confidence mediate these instructions’ effects and that academic specialization moderates them, hence promoting 3DMRT performance differences between male and female humanities, but not STEM, students. Taken together, these observations suggest that the common statement “males have superior mental rotation abilities” simplifies a much more complex reality and might promote stereotypes which, in turn, might induce artefactual performance differences between females and males in such tasks. (shrink)

Angle is an important concept in geometry. Young children have difficulty separating angle size from other dimensions such as the length of angle sides, perhaps due to whole-object bias in word learning. The present study used the pre-test–training–post-test design to investigate the effectiveness of two ways of separating angle from angle size in 3–6-year-old Chinese preschoolers. A total of 228 children were given a pre-test and 219 of them failed the crucial test. 168 of the 219 children were present at (...) school during the training phase and were randomly assigned to three groups: the “toma” group, which received training to call the whole angle figure as “toma” and angle size as angle size; the “angle/angle size” group, which received the training of separating “angle” from “angle size”; and the control group, which used “angle size” alone to represent both the overall angle figure and angle size. Results showed that the “toma” group improved significantly more than the other two groups, the latter of which did not differ from each other. These results suggest that it is insufficient to have two separate words/phrases for children to learn to differentiate angle from angle size, perhaps due to their shared usage of the word angle. Instead, the use of a novel term is necessary and sufficient to improve learning. Implications for preschool education are discussed. (shrink)

Abstract Under the realm of neurocultures the concept of the cerebral subject emerges as the central category to define the self, socio-cultural interaction and behaviour. The brain is the reference for explaining cognitive processes and behaviour but at the same time the plastic brain is situated in current paradigms of (self)optimization on the market of meritocracy by means of neurotechnologies. This paper explores whether neurotechnological apparatuses may—due to their hybridity and malleability—bear potentials for a change in gender based attributions that (...) have been historically legitimized by apparently natural differences between women and men. Or, in contrast, which gendered ascriptions are (again) produced in theories and applications according to the normative demands for the bio-techno-social cerebral subject situated in neoliberal power relations. An exploration of three main fields of current developments, the neurotechnological apparatus of brain-computer-interfaces, the technologies for brain tuning and the discourses in neuroeconomics, reveals first insights on these gender aspects in reliance with the ethical/political debate. Moreover, this paper concretizes questions for further research on gender and ethical aspects in the field of neurotechnologies. Content Type Journal Article Category Original Paper Pages 1-14 DOI 10.1007/s12152-011-9129-1 Authors Sigrid Schmitz, Faculty of Social Sciences, Institute of Cultural and Social Anthropology, University of Vienna, Alserstraße 23/22, 1080 Vienna, Austria Journal Neuroethics Online ISSN 1874-5504 Print ISSN 1874-5490. (shrink)