Tag Archives: gender & philosophy

It still happens here (and there, and there, and there…)

Every year, whether it’s explicitly on the syllabus or addressed in readings or not, questions about gender relations and gender inequalities come up in discussions in one or more of my classes. And most years someone asks something like: is gender inequality really still a problem here in (Vancouver, Canada, N. America…etc.)? Usually another student will reply with examples of how it is, but not always. And when I reply, I don’t always have the evidence on hand to support the examples I give.

I come across articles, reports, blog posts, etc., all the time that talk about yet another, and another, instance of how gender inequality is still a problem even where some students in Canada might think it’s not. But I haven’t kept a list so I could point to them.

I decided to create one, collaboratively. I started a list, but want additions from others, please.

I know the issue is so big that this document could go on nearly forever, but please put in examples that you think would help students understand that there is still a problem, in multiple areas (I have some sections for higher ed and philosophy, and there are several links about women in tech and gaming, but what other areas should be covered here too?).

To clarify, I am not meaning to say that gender inequality in the area in which I live is the only important thing to focus on. This is just one gender issue that comes up in class discussions, and I want to have a quick list of things to point to for that. There are obviously numerous gender inequalities around the world, and I would appreciate having links on the document about those as well.

The link to the document is here: http://is.gd/genderinequalitylinks

The doc is also embedded below.


CFP: Diversity in Philosophy conference

The American Philosophical Association’s Committee on the Status of Women is hosting a conference on diversity in Philosophy, May 29-31, 2013, at the University of Dayton in Ohio. The following description is from the conference’s website (http://www.apaonlinecsw.org/diversity-in-philosophy-conference), where you can also find information on submitting proposals. I very much wish I could go, just to glean information; but I’m in Australia until July 2013, and Dayton is just too far away and too expensive to get to from here!


This conference examines and addresses the underrepresentation of women and other marginalized groups in Philosophy. Participants will focus on hurdles and best practices associated with the inclusion of underrepresented groups. It will focus on such questions as:


  • Why do white males continue to be over-represented among Philosophy majors, graduate students, and faculty members, especially given that most other fields in the sciences and humanities are increasingly diverse?
  • What are some effective ways to improve the recruitment, retention and advancement of women and other underrepresented groups?
  • What roles do implicit bias and stereotyping play in who advances in Philosophy?
  • How can the climate for women and other marginalized groups be improved?
  • What role can philosophers who study marginalized groups play in advancing underrepresented groups in Philosophy?
  • What can Philosophy learn from National Science Foundation ADVANCE initiatives that address how to recruit and advance women in Science, Technology, Engineering and Mathematics (STEM) fields?
  • How can we improve the climate for all underrepresented groups in Philosophy, including those who are LGBTQ, disabled, first generation in college, or economically disadvantaged?


Developing a SoTL project

I have just begun attending a year-long faculty certificate program on the scholarship of teaching and learning here at UBC. One of the main things this program is designed to do is to support faculty who wish to start engaging in the scholarship of teaching and learning (SoTL).

Just for quick reference, “scholarly teaching” refers generally to a practice where educators base their pedagogical practices on as much evidence as they can from relevant research, studies devoted to showing what is most effective for what sorts of desired outcomes, etc. SoTL, then, is doing this plus engaging in research oneself, and disseminating that somehow to colleagues (e.g., through conferences, publications, etc.).

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