 Until recently, apart from a few anomalous figures like Caroline Herschel, Barbara McClintock, and Marie Curie, the sciences were a male preserve. Feminist scholars have asked what bearing the masculinity of the scientific profession has had on the content of science and on conceptions of scientific knowledge and practice. Drawing both on work by feminist scientists that exposed and critiqued gender biased science and on theories of gender, feminist historians and philosophers of science have offered a variety of models of scientific knowledge and reasoning intended to accommodate the criticism of accepted science and the concomitant proposal and advocacy of alternatives. Evelyn Keller (1985) proposed a psycho-dynamic model of knowledge and objectivity, arguing that a certain psychological profile, facilitated by typical patterns of masculine psychological development, associated knowledge and objectivity with domination. The association of knowledge and control continues to be a topic of concern for feminist thinkers as it is also for environmentally concerned critics of the sciences. In this connection, see especially Lacey’s (2005) study of the controversy concerning transgenic crops. Other feminists turned to Marxist models of social relations and developed versions of standpoint theory, which holds that the beliefs held by a group reflect the social interests of that group. As a consequence, the scientific theories accepted in a context marked by divisions of power such as gender will reflect the interests of those in power. Alternative theoretical perspectives can be expected from those systematically excluded from power. (Harding 1986; Rose 1983; Haraway 1978).