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2007 - The Law and Society Association Words: 158 words || 
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1. de Silva, Adrian. "Concepts of Gender and Gender Regime in the Parliament Debates on the Gender Recognition Bill and in the Gender Recognition Act" Paper presented at the annual meeting of the The Law and Society Association, TBA, Berlin, Germany, Jul 25, 2007 <Not Available>. 2018-11-19 <http://citation.allacademic.com/meta/p182041_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: National and international legal developments prompted the British Labour government to draft the Gender Recognition Bill, a bill to make provision for and in connection to change of gender. The Bill passed both Houses in 2004 with an overwhelming majority. This paper examines the concepts of gender that emerged during the second reading of the Bill in the House of Lords and the House of Commons, respectively, and the concept of gender that underlies the Gender Recognition Act with regard to their implications for bi-genderedness as a normative gender regime.
Despite the fact that the Gender Recognition Act departs significantly from any previous laws in Europe that regulate gender transitions, it nevertheless reproduces a concept of normative bi-genderedness. While biology-based assumptions that were voiced in Parliament remain trapped in the logic of bi-genderedness, too, adherents of a gender logic that forgo inquiries into the causality of gender or gender dysphoria implicitly question the operations of a naturalised bi-gendered regime.

2005 - The Midwest Political Science Association Words: 30 words || 
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2. Lewis, Christopher. "When Gender and Gender Stereotypes Collide: An Experimental Examination of the Effects of Gender and Gender Stereotypes on Candidate Choice" Paper presented at the annual meeting of the The Midwest Political Science Association, Palmer House Hilton, Chicago, Illinois, Apr 07, 2005 <Not Available>. 2018-11-19 <http://citation.allacademic.com/meta/p85551_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Continuing with the experimental approach developed in our previous work, we examine candidate choice among candidates running with stereotypically feminine or masculine issues that reinforce or crosscut that candidate?s gender.

2007 - International Studies Association 48th Annual Convention Pages: 27 pages || Words: 10953 words || 
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3. Borer, Tristan. "Gendered War and Gendered Peace: Truth Commissions and Gender Violence in Post-Conflict Periods: Lessons from South Africa" Paper presented at the annual meeting of the International Studies Association 48th Annual Convention, Hilton Chicago, CHICAGO, IL, USA, Feb 28, 2007 <Not Available>. 2018-11-19 <http://citation.allacademic.com/meta/p180907_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: That war is profoundly gendered has long been recognized by feminist international relations scholars. In particular, many scholars argue that sexual violence against women is a constitutive aspect of war. What is less recognized is that the post-war period is equally gendered. What happens to women victims of war violence? What role does righting gender inequities play in post-war reconstruction? Can truth telling bring gender relations to the fore as a concern for longterm sustainable peace? If women are targeted with gender-specific violence during war, can new governments hold those responsible for violence accountable at war?s end? If not, what does this say about the government?s commitment to the rule of law and human rights, an oft-stated goal for establishing a truth commission? While the gendered dimension of violent conflict has received much theoretical attention, what has not been adequately theorized is how truth-seeking exercises in the aftermath of conflict should respond to this fact. The difficulties of foregrounding gender in truth telling is illustrated by examining the South African Truth and Reconciliation Commission (SATRC). This paper argues that the SATRC was not terribly successful at uncovering the truth about women? s experiences under apartheid. It offers several explanations for why this was the case, including the definition of human rights violations which governed the work of the commission, including the primacy given to civil and political over economic and social rights violations; the adoption of a gender-neutral approach to truth gathering; and the criteria used for qualifying for amnesty which resulted in the fact that no men applied for amnesty for sexual violence. The paper then explores some consequences of the failure to uncover the truth about sexual violence, including its impact on the government?s reparations policy, and continued ?peacetime? violence perpetrated against women in South Africa.

2010 - 4S Annual Meeting - Abstract and Session Submissions Words: 313 words || 
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4. Smith-Doerr, Laurel. and Croissant, Jennifer. "Gendering Science, Gendering Ethics: The Intersecting Production of Knowledge, Gender, and Ethical Issues" Paper presented at the annual meeting of the 4S Annual Meeting - Abstract and Session Submissions, Komaba I Campus, University of Tokyo, Tokyo, Japan, Aug 25, 2010 <Not Available>. 2018-11-19 <http://citation.allacademic.com/meta/p420719_index.html>
Publication Type: Paper Abstract
Review Method: Peer Reviewed
Abstract: This paper investigates how scientists think broadly about the ethical issues in their research field—including social justice issues in how research goals are developed—and how gender identity (and its intersection with nationality and race) is related to ethical approach. The paper approaches these issues of gender and ethics by examining them within the context of scientific knowledge production and narrowing institutionalization of research ethics rules. These questions about process and context are addressed with inductive, qualitative interview data. While assertions about women’s propensity to do science for altruistic reasons are often made, the processes by which gender and ethical approaches to science are connected have not been investigated in a focused study as proposed here. In addition, the organizational contexts that are both gendered and produce pressures that shape research conduct are an object of interest.

This paper will contribute to understanding of the gendered organization of science by investigating the limits to and possibilities for scientists to perform gender and science in a wider range of ways. The ‘doing gender’ perspective theorizes gender is a performance that falls along a wide spectrum of masculinity and femininity and corresponds to work roles. Research has looked at the ways organizational context shapes the performance of gender, and how race and nationality intersects with gender. These insights from sociology, however, have not been brought to bear on the ways that ‘doing science’--from an STS perspective—is gendered. The product of scientists’ work—knowledge—and the way that science is structured, funded, and evaluated create unique ethical dilemmas as well as a legacy of bias toward men and masculinity. How are these processes and outcomes related? Our interview data provide a basis for looking at scientists’ and engineers’ narratives about responsibilities/ethics and gender in their field—and the connections and gaps between discourses on responsibilities, organizational pressures, and gender identities.

2011 - National Women's Studies Association Words: 105 words || 
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5. Dawuni, Josephine J.. "Teaching Gender When There is No Gender to Teach: Exploring the Opportunities and Challenges for Teaching Gender at Liberal Arts Colleges" Paper presented at the annual meeting of the National Women's Studies Association, SHERATON HOTEL (DOWNTOWN) ATLANTA, Atlanta, GA, <Not Available>. 2018-11-19 <http://citation.allacademic.com/meta/p512320_index.html>
Publication Type: Individual Paper
Abstract: This paper examines the opportunities and challenges for integrating women’s studies and gender issues into college classrooms where there is no specific focus on gender both at the college wide level and within individual courses. The paper revisits bell hook’s Teaching to Trangress which among other things seeks to focus on making the classroom “the most radical space of possibility in the academy”. Using interviews from feminist scholars in a newly created liberal arts college, the paper will explore both the challenges and opportunities for feminist scholars in teaching introductory social science courses when there is no gender and women’s studies center at the College.

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