The idea of a feminist science has been treated as settled knowledge. Philosophers of science have, implicitly or explicitly, defined it as a science guided by feminist values. For a long time, feminist philosophers were concerned with defending its conceptual possibility (Longino, 1987), and they largely succeeded; the value-free ideal is in retreat (Holman and Wilholt, 2022). But now that they may finally unclench from their defensive posture, what comes next for their positive program to theorize feminist science? The dissertation takes up this question and attempts to clarify and advance new research questions. I ask: what follows if we take seriously the constraints under which feminist scientists must labor? Which values in science are feminist? What does it mean for science to be ‘value-laden’? Are feminist values epistemically or normatively indispensable? If not, how do we justify the importance of doing science as a feminist?

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains viii, 145 p.; also includes graphics. Includes abstract and vita. Advisor: Louise M. Antony, Dept. of Philosophy. Includes bibliographical references (p. 142-145).

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Alejandro Gallard, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Jan. 13, 2005). Includes bibliographical references.

Yeung, Yang. / "August 2004." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (p. 314-321). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

Created at the end of the nineteenth century, Sherlock Holmes has remained a regular feature of popular culture for now more than a century. However, versions of the detective that have appeared in recent years are strikingly different from the character created by Sir Arthur Conan Doyle, while some characteristics remain similar. This dissertation examines the persistence of Holmes as a function of copyright management that matched shifting literary expectations, following this with an exploration of three categories of discourse in which contemporary Holmes texts participate: feminism, postcolonialism, and neurodiversity. It first locates Holmes's difference from prior detectives in his humanist characteristics and then demonstrates that a restrictive character management strategy shared by Conan Doyle and his sons, the subsequent rights-holders, constructed a base version of the character. When the copyright passed out of their hands, the new owners' more permissive attitudes toward using Holmes matched popular interest in deconstructing characters and ideas, allowing for a variety of new approaches to the detective. The second half of the dissertation explores some of these new approaches, beginning with critiques of Holmes's masculinist, misogynist science that are exposed and repaired through new texts. Following that, a pair of postcolonial texts demonstrates contrasting styles of handling the detective's imperial associations, and a final discussion of Holmes as a neurologically different individual brings him to both neurodiversity and disability studies. Authors' deployment of the detective can contain complex narratives, and while these texts are fascinating the dissertation will conclude with a note of concern regarding their continuing popularity.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Alejandro J. Gallard, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Jan. 24, 2006). Document formatted into pages; contains xii, 178 pages. Includes bibliographical references.

Chan Kit Sze Amy. / "June 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 332-354). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Since feminist approaches to international relations (IR) first made their appearance in the late 1980s, efforts to explain the 'gender gap' have proliferated. Gender studies within IR in particular have been focused on foreign policy opinion, seeking to discover whether men and women have different views on foreign policy simply due to the fact that they are of different genders. The correlate of this is that if women believe differently than men, in which way do they believe differently and if this were then taken to its logical end, what would happen if they were more equally responsible for foreign policy decision-making? As an illustration of the varying approaches to feminist IR, this research project undertakes a brief overview of the history of feminist IR, showing how the tools and language of traditional IR do not encompass the needs of feminist IR study. The research article then reviews the literature of gender, feminism and foreign policy beliefs and behavior, examining its research core and evolution to date. Three research questions are covered. Firstly, is gender a relevant variable in foreign policy analysis? Secondly, if yes, does it make a difference to the foreign policy beliefs of women? Thirdly, where women play a significant role in foreign policy decisionmaking, are countries more pacific on the international level? Dealt with separately, foreign policy beliefs are found to have a clear gender-based breakdown. Foreign policy behavior is less simple to approach since the dataset of countries led by women during international disputes is limited. The research project and literature review also looks forward, pointing toward the future, not only of gender and foreign policy studies but also to the implications that future developments in feminist IR may have for the study of IR. / AFRIKAANSE OPSOMMING: Pogings om die geslagsgaping te verduidelik het vermenigvuldig sedert die feministiese benadering tot Internasionale Verhoudinge die eerste keer in die laat 1980's sy verskyning gemaak het. Geslagstudies binne Internasionale Verhoudinge het veral gefokus op opinies oor buitelandse beleid om sodoende vas te stelof mans en vroue verskillende sienings oor buitelandse beleid huldig bloot as gevolg van die feit dat hulle verskillende geslagte is. Die keersy hiervan is dat indien vroue anders glo as mans, op watter manier hulle anders glo, en - indien dit dan tot 'n logiese uiteinde gevoer word - wat sou gebeur indien daar meer gelyke verantwoordelikheid vir buitelandse beleidsbesluite sou wees. As 'n illustrasie van die verskillende benaderings tot feministiese Internasionale Verhoudinge, onderneem hierdie navorsingsprojek 'n oorsig van die geskiedenis van feministiese Internasionale Verhoudinge om sodoende te toon dat die gereedskap en taal van tradisionele Internasionale Verhoudinge nie aan die behoeftes van feministiese Internasionale Verhoudingstudies voldoen nie. Hierdie navorsingsartikel gee dan 'n oorsig oor geslagsliteratuur, feminisme en buitelandse beleidsopinies en -gedrag deur sy navorsingskern en evolusie tot datum te ondersoek. Drie navorsingsvrae word behandel. Eerstens, is geslag 'n relevante veranderlike in buitelandse beleidsanalise? Tweedends, indien ja, veranderdit die buitelandse beleidsopinies van vroue? Derdens, is lande meer passief op internasionale vlak waar vroue 'n wesentlike rol in buitelandse beleidsbesluitneming speel? Afsonderlik beskou, is daar gevind dat daar 'n duidelike geslagsonderskeid in buitelandse beleidsopinies is. Dis egter minder eenvoudig om buitelandse beleidsgedrag te bestudeer, aangesien slegs beperkte inligting oor lande wat gedurende internasionale dispute deur vroue beheer is beskikbaar is. Die navorsingsprojek en literatuuroorsig kyk ook vorentoe met spesifieke verwysing na die toekoms van nie net geslag en buitelandse beleidstudies nie, maar ook na die implikasies wat toekomstige verwikkelinge In feministiese Internasionale Verhoudinge 'n vir die studie van tradisionele Internasionale Verhoudinge kan hê.

My study is focused on women in graduate Computer Science programs at two universities in Ontario, Canada. My research problem emerges from earlier feminist research addressing the low numbers of women in university Computer Science programs, particularly at the graduate level. After over twenty years of active feminist representation of this problem, mostly through large survey-based studies, there has been little change. I argue that rather than continuing to focus on the rising and falling numbers of women studying Computer Science, it is critical to analyze the specific socio-economic and socio-cultural conditions which produce gendered and racialized exclusion in the field. Informed by Institutional Ethnography – a method of inquiry developed by Dorothy Smith – and by Foucault’s work on governmentality, I examine how specific institutional processes shape the everyday lives of women students. Through on-site observation and interviews with women in graduate Computer Science studies, Computer Science professors and university administrators, I investigate how the participants’ everyday institutional work is coordinated through external textual practices such as evaluation, reporting and accounting. I argue that the university’s institutional practices produce ‘women in computing’ as a ‘problem’ group in ways that re-inscribe women’s outsider status in the field. At the same time, I show that professionalized feminist educational projects may contradict their progressive and inclusive intentions, contributing to the ‘institutional capture’ (Smith) of women as an administrative ‘problem’. Through ethnographic research that follows women students through a range of experiences, I demonstrate how they variously endorse, subvert and exploit the contradictory subject positions produced for them. I illustrate how a North American-based institutional feminist representation of ‘women in computing’ ignores the everyday experiences of ethnoculturally diverse female student participants in graduate Computer Science studies. I argue that rather than accepting the organization of universal characteristics which reproduce conditions of exclusion, North American feminist scholars need to consider the specificity of social relations and forms of knowledge transnationally. Finally, I revisit how women in the study engage with ‘women in computing’ discourse through their lived experiences. I suggest the need for ongoing analysis of the gender effects and changing socio-cultural conditions of new technologies.

My study is focused on women in graduate Computer Science programs at two universities in Ontario, Canada. My research problem emerges from earlier feminist research addressing the low numbers of women in university Computer Science programs, particularly at the graduate level. After over twenty years of active feminist representation of this problem, mostly through large survey-based studies, there has been little change. I argue that rather than continuing to focus on the rising and falling numbers of women studying Computer Science, it is critical to analyze the specific socio-economic and socio-cultural conditions which produce gendered and racialized exclusion in the field. Informed by Institutional Ethnography – a method of inquiry developed by Dorothy Smith – and by Foucault’s work on governmentality, I examine how specific institutional processes shape the everyday lives of women students. Through on-site observation and interviews with women in graduate Computer Science studies, Computer Science professors and university administrators, I investigate how the participants’ everyday institutional work is coordinated through external textual practices such as evaluation, reporting and accounting. I argue that the university’s institutional practices produce ‘women in computing’ as a ‘problem’ group in ways that re-inscribe women’s outsider status in the field. At the same time, I show that professionalized feminist educational projects may contradict their progressive and inclusive intentions, contributing to the ‘institutional capture’ (Smith) of women as an administrative ‘problem’. Through ethnographic research that follows women students through a range of experiences, I demonstrate how they variously endorse, subvert and exploit the contradictory subject positions produced for them. I illustrate how a North American-based institutional feminist representation of ‘women in computing’ ignores the everyday experiences of ethnoculturally diverse female student participants in graduate Computer Science studies. I argue that rather than accepting the organization of universal characteristics which reproduce conditions of exclusion, North American feminist scholars need to consider the specificity of social relations and forms of knowledge transnationally. Finally, I revisit how women in the study engage with ‘women in computing’ discourse through their lived experiences. I suggest the need for ongoing analysis of the gender effects and changing socio-cultural conditions of new technologies.