Joy Pullman at the Federalist writes about a doctoral dissertation that maintains that science is inherently sexist and racist. In the study of STEM syllabi, the education graduate student draws this conclusion:
Initial exploration of the STEM syllabi in this study did not reveal overt references to gender, such as through the use of gendered pronouns. However, upon deeper review, language used in the syllabi reflects institutionalized STEM teaching practices and views about knowledge that are inherently discriminatory to women and minorities by promoting a view of knowledge as static and unchanging, a view of teaching that promotes the idea of a passive student, and by promoting a chilly climate that marginalizes women. . . .
Instead of promoting the idea that knowledge is constructed by the student and dynamic, subject to change as it would in a more feminist view of knowledge, the syllabi reinforce the larger male-dominant view of knowledge as one that students acquire and use make [sic] the correct decision.