Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-23T16:21:59.506Z Has data issue: false hasContentIssue false
  • English
  • Français

Women in Astronomy and in Science: cracking the code with a third culture

Published online by Cambridge University Press:  23 December 2021

Anna Curir Open the ORCID record for Anna Curir [Opens in a new window]
Anna Curir*
Affiliation:
INAF – Osservatorio Astrofisico di Torino, I -10025 Pino Torinese (Torino), Italy email: [email protected]
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Girls’ under-representation in science, technology, engineering and mathematics (STEM) education is deep rooted and puts a detrimental brake on progress towards sustainable development. Both education and gender equality are an integral part of the 2030 Agenda for Sustainable Development, adopted by the United Nations General Assembly in 2015, as distinct Sustainable Development Goals (SDGs). The UNESCO Report: Cracking the code: Girls’ and women’s education in STEM provides a global snapshot of this underrepresentation and the factors behind it. The fight against stereotypes to ‘crack the code’, or to decipher the factors that hinder or facilitate girls’ and women’s participation in STEM (and particularly in Astronomy) education must take into account the persisting dichotomy between the so called two cultures.

Keywords

history and philosophy of astronomysociology of astronomymiscellaneous
Type
Research Article
Information
Proceedings of the International Astronomical Union , Volume 15 , Symposium S367: Education and Heritage in the Era of Big Data in Astronomy , December 2019 , pp. 306 - 309
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of International Astronomical Union

References

Brockman, J. 1995, The Third Culture; beyond the Scientific Revolution (New York: Simon and Schuster)Google Scholar
Curir, A. 2014, Les Processus Psychologiques de la Découverte Scientifique (Paris: L’Harmattan)Google Scholar
Curir, A. 2018, L’emergence de la troisiéme culture et la mutation létale (Paris: L’Harmattan)Google Scholar
Eliot, L. 2013, Sex Roles: A journal of Researc, 69, No. 7-8, 1–19 CrossRefGoogle Scholar
Fox Keller, E. 1995, Refiguring Life: Metaphors of Twentieth-century Biology (New York: Columbia University Press)CrossRefGoogle Scholar
Fox Keller, E. 2020, Interdisciplinary Science Reviews, 45, 3, 249 CrossRefGoogle Scholar
Halpern, D. F. & LaMay, M. L. 2000, Educational Psychology Review, 12, 229 CrossRefGoogle Scholar
Kimura, D. 1999, Sex and Cognition (Cambridge, MA: MIT Press)CrossRefGoogle Scholar
Kimura, D. 2004, Sexuality,Evolution and Gender, 6, 1.Google Scholar
Rhoten, D.& Pfirman, S. 2007, Science Direct, 36, 56 Google Scholar
Ribot, T. 1896, La psychologie des sentiments (Paris: Alcan)Google Scholar
Rippon, G. 2020, The Gendered Brain (London: Vintage Publishing)Google Scholar
Ruigrok, A. N. V., Salimi-Khorshidi, G., Lai, M. C., Baron-Cohen, S., Lombardo, M. V., Tait, R. J. and Suckling, D. 2014, Neuroscience & Biobehavioral Reviews, 39, 34–50 CrossRefGoogle Scholar
Snow, C., P. 1969, The Two Cultures and the Scientific Revolution (Cambridge: Cambridge University Press)Google Scholar
Spearman, J. and Watt, H. M. G. 2013, Learning Environment Research, 16, No. 217, 217–238.CrossRefGoogle Scholar
Wyer, M. et al. (eds) 2001, Women, Science, and Technology. A Reader in Feminist Science Studies (New York/London: Routledge)Google Scholar