Gender, "Social " Science, and the Structure/Agency Dialectic: My Web of Influences*
Bibliographic record
Abstract
My general sociological orientation, the "road map " of my thinking if you will, is characterised by three principal themes. The first is a focus on issues of gender and an allegiance to the feminist project. The second is a concern with the social enterprise of science and to the complexities and challenges this brings. The third is inquiry that attempts to grasp the problematic of structure and agency; the intersection of subjectivity and behaviour with ideologies, discourses and the like. Rather than compartmentalised specialisation areas, these themes represent modes of inquiring into the social world that organise the way I "think " and "do " sociology. This orientation has been nurtured through an interaction with a web of influences, composed of key texts and select scholars. There are both feminist and non-feminist contributions, influences from both Canada and abroad, and texts spanning from near W.W.II to the present. Of the many influences that make up this web, I am probably most indebted to Dorothy Smith for shaping my sociological imagination. Whether gauged by the number of peer nominations (Hiller and Langlois, 2001) or scholarly citations (Nock, 2001), Dorothy Smith is one of Canada's most widely known and respected sociologists. A female pioneer of the discipline (Eichler, 2001), her award winning The Everyday World as Problematic (1987) is one of the most significant texts of our time.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.008 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".