Teena,
Ok; first off, let me make clear - the examples you cite are revolting
examples of sexism. They literally turn my stomach.
As for my previous message, I guess I just wasn't being clear.
My reading of your post was that you were proposing to keep the discussion
broad, general, and focused on principles. No problem; except my brain has
a problem grounding such discussions in actionable tasks for me.
So, what I was proposing was that - in the future, when broad and general
discussions about principles or systemic features occur, that some specific
examples be included for me and presumably others like me. It's not a
question of the principles, and it's not a question of the examples. It's a
question of the connections between them. That's where I personally have
trouble sometimes. With a little help connecting principles to examples, I
can then figure out myself how I can contribute in my future actions.
And again, let me say, if I'm just an outlier in this way, then don't worry
about it. I'll follow along as best I can.
Does this clarify what I was trying to say?
\V/_
Filippo A. Salustri, PhD, PEng
http://deseng.ryerson.ca/~fil
On Jan 30, 2017 8:31 PM, "Teena Clerke" <[log in to unmask]> wrote:
Hi Fil,
I am surprised that you request specific examples to illustrate the
principles I described. Each and every post supporting Luiza is a
(lived, not hypothetical) example of the material effects of gendered
practices on real bodies. There are far too many examples from daily
life, and it is well documented that women fare far worse in student
feedback surveys on teaching, but here's some that stand out:
1: Some years ago, I went to a Mac shop to update my computer when
both my daughters were very young (they were with me because what else
would I do with them?). The young, male salesman finally turned to me
after chatting with his colleagues and after I said I wanted to buy a
computer, he said to me 'and what colour would you like that in?' This
points to his assumptions about what women use computers for, what
they value in technological apparatuses, and the role/professional
position he imagined I occupied.
2: when conducting my interviews with women design academics about
gendered experiences for my PhD, I was told over and over again that
while they had a PhD, multiple publications, prolific practices, etc.
some of their male colleagues in higher academic positions didn't even
have a masters degree.
3: anonymous written student feedback (on a formal survey) on a woman
lecturer: 'Speak up bitch'
4: a small sample of scholarly articles on gender bias in teaching
evaluations: http://theconversation.com/should-female-faculty-get-bonus-
points-to-correct-for-gender-bias-in-student-evaluations-43166https://www.
insidehighered.com/news/2016/01/11/new-analysis-offers-
more-evidence-against-student-evaluations-teaching
Any other women like to offer examples of gendered practices?
teena
One tiny request: it would be good for me personally - because I too
would
like to learn - if specific (albeit possibly hypothetical) examples
were
given.
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