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«, in: ders., Wissenschaft, Universität, Professionen, S. 278-336. Stichweh, Rudolf (1996): »Science in the System of World Society«, in: So- cial Science Information 35, S. 327-340. Stichweh, Rudolf (2000): »Der Wissenschaftler«, in: Frevert/Haupt (Hg.), S. 163-196. Tobies, Renate (Hg.) (1997): »Aller Männerkultur zum Trotz«: Frauen in Ma- thematik und Naturwissenschaften, Frankfurt/Main, New York: Campus. Tyrell, Hartmann (1986): »Geschlechtliche Differenzierung und Geschlech- terklassifikation«, in: Kölner Zeitschrift für Soziologie und Sozialpsycholo- gie 38, S

-185. Kanther, Rosabeth Moss (1977): »Some Effects of Proportions in Groups Life: Skewed Sex Ratios and Responses to Token Women«, in: American Journal of Sociology 82, S. 965-990. Marshall, Thomas H. (1964): Class, Citizenship, and Social Development, Garden City/NY: Doubleday. McEneaney, Elizabeth H./Meyer, John W. (1999): »The Content of the Cur- riculum: An Institutional Perspective«, in: Maureen Hallinan (Hg.), Handbook of Sociology of Education, New York/NY: Plenum, S. 189-212. Meyer, John W./Boli, John/Thomas, George M./Ramirez, Francisco O. (1997): »World Society and

-System” or according to Giddens’ defini- tion of globalization as a consequence of modernity and therefore as a product or project of the Western world (Giddens 1995: 214-215). Nor is globaliza- tion a convergent amalgam of multiple processes leading to a “single world society” or “global society” (Albrow/King 1990: 9), which means that the globe will ultimately be covered with a homogenous web of knowledge. The flow of knowledge is rather situated in a complex web, which connects the local with the global level and vice versa. From this point of view the theo