Throughout her dissertation, Parson assumes and asserts that women and minorities are uniquely challenged by the idea that science can provide objective information about the natural world. This is an unfair assumption, she says, because the concept of objectivity is too hard for women and minorities to understand. “[N]otions of absolute truth and a single reality” are “masculine,” she says, referring to poststructuralist feminist theory.
So, in other words, using logic and the scientific method are inherently “male” ways of knowing that women and minorities cannot employ. Rather than rejecting this insulting view of women and minorities’ intellectual and rational capacities, Parson uses it as a pretext to advocate that science classes abandon the scientific method itself (which rests on the assumption that truth is unchanging and knowable) and all other “male” forms of oppression, such as “weed-out courses, courses that grade on a curve, a competitive environment, reliance on lecture as a teaching method, an individualistic culture, and comprehensive exams.”
Further, hidden inside these syllabi are imperative statements that — and I am not making this up — Parson says contribute to a “chilly climate” for women and minority students. A “chilly climate,” she says, is “a classroom environment that is not welcoming, inclusive or supportive for women.” (Note, please, her latent bias against cold climates and their inhabitants.)
She gives an example: “the competitive, difficult chilly climate was reinforced in the syllabi through the use of unfriendly and tough language, ‘Do not ask me to figure out your grade standing. I’ll be glad to show you how to do it yourself, but the homepage includes that explanation already.'” Brrrr. How dare professors assume you’re computer literate and can do basic problem-solving.
Intellectual weakness as virtue.
Human advancement is screeching to a halt.