Ryerson… The multicultural lab: Teaching for inclusion in the STEM disciplines
Science, engineering, technology and math (STEM) disciplines have been traditionally understood as empirically-based, culturally-neutral spaces. Often, this has meant that instructors in these fields may not see a direct connection between their learning spaces and diversity initiatives.
“…When the rest of the scientific world were pursuing the ideas of Mendel and developing the new science of genetics, Russia led the way in the effort to prevent the new science from being developed in the Soviet Union. Thus, while the rest of the scientific world could not conceive of understanding evolution without genetics, the Soviet Union used its political power to make sure that none of their scientists would advocate a genetic role in evolution.
It was due to Lysenko’s efforts that many real scientists, those who were geneticists or who rejected Lamarckism in favor of natural selection, were sent to the gulags or simply disappeared from the USSR. Lysenko rose to dominance at a 1948 conference in Russia where he delivered a passionate address denouncing Mendelian thought as “reactionary and decadent” and declared such thinkers to be “enemies of the Soviet people” (Gardner 1957). He also announced that his speech had been approved by the Central Committee of the Communist Party. Scientists either groveled, writing public letters confessing the errors of their way and the righteousness of the wisdom of the Party, or they were dismissed. Some were sent to labor camps. Some were never heard from again.
Under Lysenko’s guidance, science was guided not by the most likely theories, backed by appropriately controlled experiments, but by the desired ideology.”