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Feminist HCI is a subfield of human-computer interaction (HCI) that applies feminist theory, critical theory and philosophy to social topics in HCI, including scientific objectivity, ethical values, data collection, data interpretation, reflexivity, and unintended consequences of HCI software. [1]
Building upon prior research from two decades of feminist STS literature, studies adopted principles based on updated frameworks at the turn of the millennium, such as Ellen van Oost's research into how gender becomes configured into electric shavers, [11] Ruth Schwartz Cowan's study on technological innovation increasing women's labor, [12] and Jennifer R. Fishman's exploration of ...
In the journal Science, Technology and Human Values, Sally Wyatt notes that the "theoretical insights from feminist technoscience (can and should) be useful for empirical research as well as for political change and action" and that one way of moving towards this is "return to production and work as research sites because so much work in recent ...
Feminist technoscience studies are inspired by social constructionist approaches to gender, sex, intersectionalities, and science, technology and society (STS). It can also be referred to as feminist science studies, feminist STS, [5] feminist cultural studies of science, feminist studies of science and technology, and gender and science. [1]
The foundational catalyst for the formation of cyberfeminist thought is often attributed by Europeans to Donna Haraway's "A Cyborg Manifesto", third wave feminism, post-structuralist feminism, riot grrrl culture and the feminist critique of the alleged erasure of women within discussions of technology.
Google global searches for feminism/feminist have declined by 38% since 2017. We should be moving toward a movement that women and men can unite behind to work against the inherited patriarchal ...
Previous research has suggested that Gen Z are most likely to see increased diversity as a “good thing” and that they’d “take a stand” against outdated workplace practices, like sexism.
According to PISA 2015 results, 4.8% of boys and 0.4% of girls expect an ICT career. [40]Studies suggest that many factors contribute to the attitudes towards the achievement of young men in mathematics and science, including encouragement from parents, interactions with mathematics and science teachers, curriculum content, hands-on laboratory experiences, high school achievement in ...