As she herself recognized, "The Phase 1 syllabus is very exclusive; Phase 4 and 5 syllabi are very inclusive" (Peggy McIntosh, Interactive Phases of Curricular Re-Vision: A Feminist Perspective, Wellesley College Center for Research on Women, Wellesley, MA, 1983).
Rosser and Countryman (see Bibliography) have suggested the following applications of McIntosh's five interactive phases to biology and mathematics:
|1.||biology without women||math without women|
|2.||inclusion of women biologists like Rosalind Franklin and Barbara McClintock (Vivian Gornick, Women in Science, Simon and Schuster, 1983)||inclusion of women mathematicians (Lynn Olsen, Women in Mathematics, M.I.T., 1974)|
|3.||women as a problem or anomaly in biology - e.g., biological determinism, as exemplified by hormone research, animal behavior (focusing on behavior of males only)||surfacing of female feelings of being at a disadvantage relative to males in doing mathematics|
|4.||fundamental changes in primate research|| synthesis of emotion and rationality, intuition and logic; students tell their own stories of doing math
|5.||inclusive biology humanistic mathematics|