Diversity Reading List

Richard Rudner famously argues that the communication of scientific advice to policy makers involves ethical value judgments. His argument has, however, been rightly criticized. This article revives Rudner’s conclusion, by strengthening both his lines of argument: we generalize his initial assumption regarding the form in which scientists must communicate their results and complete his ‘backup’ argument by appealing to the difference between private and public decisions. Our conclusion that science advisors must, for deep-seated pragmatic reasons, make value judgments is further bolstered by reflections on how the scientific contribution to policy is far less straightforward than the Rudner-style model suggests.

Abstract: Research on the status and experience of women in academia in the last 30 years has challenged conventional explanations of persistent gender inequality, bringing into sharp focus the cumulative impact of small scale, often unintentional differences in recognition and response: the patterns of 'post-civil rights era' dis­crimination made famous by the 1999 report on the status of women in the MIT School of Science. I argue that feminist standpoint theory is a useful resource for understanding how this sea change in understanding gender inequity was realized. At the same time, close attention to activist research on workplace environment issues suggests ways in which our understanding of standpoint theory can fruitfully be refined. I focus on the implications of two sets of distinctions: between types of epistemic injustice (and correlative advantage) that may affect marginalized knowers; and between the resources of situated knowledge and those of a critical standpoint on knowledge production.