Scientific knowledge is public knowledge
Speaking at Science March YYC. (Photo by Miwa Takeuchi)
That’s how I opened my speech at the Calgary March for Science. I was honoured to be invited, but for many reasons I thought carefully about whether I wanted to say yes. In the end, that message is what did it for me. Almost all of my teaching, research and writing comes down to a commitment to creating opportunities for access and engagement in science for everyone and a recognition that creating a public scientific culture is essential: culture where where families, communities and popular media discuss scientific issues, value scientific ideas and practices and can contribute to creating the kind of science that they need. The March was a chance to do just that, to be a part of public scientific culture. So I bundled my daughter up in her stroller (they were calling for snow!) and said that I would speak at the March. And after hearing the other speakers share their professional and personal experiences, hearing what the crowd cheered for (yay, science teachers!), and shaking hands with kids who had made their own signs, I am proud to say that I did. (more…)
Posted by mcshanahan on April 24, 2017
On February 18, I wrote about two pieces of national coverage of the Herzberg medal, won this year by Victoria Kaspi. She is the first woman to do so, and the two pieces approached this element of the story very differently. One (written by Emily Chung for CBC) reported that fact briefly but focused solely on her award-winning research. The other (written by Ivan Semeniuk for the Globe and Mail) made the breaking of a gender barrier a central part of the story along with the research that had earned her the award. As a reader, they both struck me very differently, and I wanted to explore why. While it is very important to bring attention to gender issues in science, I felt that writing the prize announcement as a gender in science story shared some resemblance to a pattern Shachar (2000) identified in scientist profiles in the New York Times: the “inspiring woman in science” story which often emphasizes how a woman has overcome challenges (such as those related to family care) and acts as a role model, for example. I argued that it is a format that can have the unintended consequence of reinforcing the perception of women as irregular participants in science.
After my post went up, Ivan Semeniuk contacted me to ask if I would be willing to post a response from him explaining some of the editorial decisions that went into the piece. I said, yes of course. Through our correspondence he expressed concern about the original title of the post. As a result, I have changed the title of that original post and added a correction at the top.
His response follows (including that concern). It is presented in full as it was sent to me, and I have in turn responded below. My original post was written from my perspective as a science educator with a strong concern for how media messages about women in science impact girls and young women. It is interesting and helpful to me to learn more about the decisions that went into framing the article, and I can appreciate the very different perspective of a journalist and editorial team from my own perspective outside of that world. I really appreciate that he took the time to engage with me and provide these details. I do want to make clear from the outset, however, that my first post was not meant as an accusation of an individual writer with a bias problem. As reiterated above, my interest was in making sense of two very different approaches to the story from the perspective of a few studies that have examined how women scientists are presented in the media. (more…)
Posted by mcshanahan on February 29, 2016
[Correction: The title of this post has been changed. The title had been “Why do we always have to say she’s a good mom too?” I had meant that title to reflect the historical trend in reporting on women scientists, but in email correspondence from Feb. 23 Ivan Semeniuk has rightly pointed out that the title implied that he had reported on Kaspi as a “good mom”. While he writes about her family, that is not a claim that he makes in his story. I apologize for this implication and have reverted to what was the original draft title of the post.]
This week, Canadian astrophysicist Victoria Kaspi was awarded the Gerhard Herzberg Canada Gold Medal for Science and Engineering, one of the country’s highest scientific honours. Her work on neutron stars is exciting and important. The way Canadian media have covered the story is important though too, illustrating two polar opposite approaches. (more…)
Posted by mcshanahan on February 18, 2016
The Seven Wonderers of Beakerhead (Photo courtesy of Raj Bhardwaj @RajBhardwajMD, used with permission)
In the warm glow of vintage stage lights, with a full house packed into worn leather and velour seats, a woman approaches the mic almost tentatively. “I used to be a dancer”, she says, “and I would probably be a lot more comfortable on this stage if I were dancing”[i]. It wasn’t a typical opening line for a science talk. (more…)
Posted by mcshanahan on September 24, 2015
A few months ago I wrote a blog post in response to Williams and Ceci’s paper in the Proceedings of the National Academy of Science: National hiring experiments reveal 2: 1 faculty preference for women on STEM tenure track. I was concerned about the way that the findings were interpreted, generalized and compared to the wider literature. In the media comments that followed their piece, Williams and Ceci were very clear, however, that they felt that critics of the paper were being unfair and unscholarly. I didn’t agree and I wanted to ensure that genuine scholarly concerns were discussed not only in a blogged and public venue but also through traditional channels. So I wrote a letter to the editor, expressing the concerns raised in my blog post.
I think Rosie Redfield’s dual work in criticizing NASA’s arsenic life paper both on her blog and through a letter to Science, for example, is a very important model. High visibility science, reported in large media venues, often doesn’t receive public critique. People may write letters to the editor or complain to each other at conferences, but too often that critique is not available to most of the people who have read about a story in the news. Or it is only available so long after the initial results are reported that it has little impact on how that science is understood publicly. As I’ve written before, the back channels of criticism of cold fusion were quickly refuting the findings, but those of us reading about it on the sidelines were left out of that conversation for a long time. Blogged commentary and social media responses are a very important way of making all of science–including the messy processes that go into building scientific consensus about a topic–available. (more…)
Posted by mcshanahan on July 1, 2015
When a CNN article titled “The Myth about Women in Science” came crawling across my feed, I have to admit that I wasn’t optimistic. I wondered what could possibly count as “THE Myth about Women in Science”. Maybe that women and girls have lesser skills in mathematics and spatial reasoning? That is truly a myth about women in science but I couldn’t see why it would be news as it’s been widely disputed.
A quick skim of the article resulted in a briskly raised eye brow. The myth apparently is this: women are less likely to be hired than equally qualified men when they apply for tenure track position. The authors (Wendy Williams and Stephen Ceci, both of Cornell University) claim that this misunderstanding is the major cause of women’s underrepresentation in scientific careers. (more…)
Posted by mcshanahan on April 16, 2015
Diving headlong into motherhood this year has meant less blogging (obvious to anyone who subscribes here…), but it has also made me think a lot more about the scientific life that I would hope for my new daughter and girls like her. Currently her research interests include ceiling fans, her toes, her soother, the dogs and the penguins at the Calgary Zoo. But should she be interested in pursuing science as a career, what would I want her to know?
Posted by mcshanahan on August 27, 2014
A tiny explosion happened in the online science communication world yesterday. Popular Science.com announced that they will be closing off opportunities to post comments on their news stories: no more public comment spaces. Why? They argue that uncivil commenters have an overly negative effect on readers, so negative that it isn’t worth maintaining the comment spaces. They make some scary claims too about a small number of negative commenters poisoning the way readers perceive the stories and about a war waged on expertise. They use an New York Times Op-Ed written by Dominique Brossard and Dietram A. Scheufele to back up those claims.
I must, however, respectfully disagree. (more…)
Posted by mcshanahan on September 25, 2013
Many times during talks about social media in science, I’ve argued that there is a lot of room for researchers to be more open about the research process. Following along with Rosie Redfield as she blogged her lab’s attempts to grow the GFAJ-1 bacterium of arsenic life fame and publish the results was a fascinating window into how a university research lab works. I’m really excited about the possibilities that openness like that offers to high school students and anyone with an interest in science. It’s a first-hand opportunity to learn about the real day-to-day work of scientists in a way almost not possible before blogs and social media. (more…)
Posted by mcshanahan on August 30, 2013
Scientific literacy is a difficult idea to pin down.[i] To some people it means having a basic level of scientific understanding, though nobody fully agrees on how much understanding is needed or even which specific ideas should be understood. To others, it is more important to understand the core processes of science, which can be applied to any area of science. Again the problem exists of figuring out exactly which processes are most important (and which are distinctly scientific).[ii]
Even when people disagree about what it means, there is almost always this common thread: scientific literacy somehow involves preparing students and adults for the science they will encounter outside of school, very often in media reports. George DeBoer highlighted this in his history of scientific literacy: (more…)
Posted by mcshanahan on August 27, 2013