 There is certainly reason to think that such projects are worthwhile, however they do not fundamentally alter the nature of the disciplines in question on their own. Harding describes these projects as part of a progression in feminist approaches to science in order to contrast them with later conceptual critiques of the sciences in both feminist science and feminist philosophy of science. According to this narrative feminist critique moves from a discussion of women worthies to a deeper examination of the features of scientific knowledge production. While the progressive story is appealing, looking back on the past 30 years it would seem that the need for rewriting history to include women has not vanished and, while there have been many positive changes, some of which have been spurred by feminist critique, work remains to be done to address remaining inequities. The uptake of many feminist ideas about who should do science, what science ought to study, and how such research should be carried out has been disappointingly slow. Although a greater number of women attain both undergraduate and graduate degrees in science fields than ever before, their participation in the science and engineering workforce remains comparatively low at roughly 28% when considering all disciplines (Science and Engineering Indicators, National Science Board 2018: chapter 3, 3-106). Additionally, there is a persistent wage gap (decreasing with higher levels of education, but nonetheless remaining even as level of education increases).