Kärlek är en omfattande del i människans liv, hur vi uttrycker kärlek varierar och enligt Chapman (1992) finns det fem kärleksspråk som människan använder: bekräftande ord, tjänster, fysisk beröring, kvalitetstid samt gåvor. Syftet med denna studie var att undersöka hur män och kvinnor visar kärlek i en romantisk relation samt om det finns ett dominant kärleksspråk och om det skiljer sig mellan män och kvinnor.  Tio semistrukturerade intervjuer genomfördes varav två var parintervjuer, totalt deltog sju kvinnor och fem män. Intervjuerna tematiserades med hjälp av de fem kärleksspråken och sex teman identifierades: respekt, tillit och frihet, tjänster för att förenkla vardagen, kvalitetstid genom att ha roligt ihop, kommunikation och bekräftande ord, fysisk beröring, gåvor. Resultatet visade att deltagarna uppvisade en blandning av de fem kärleksspråken men även att de uttrycker kärlek på andra sätt som visade sig vara viktiga i relationen. Resultatet visade dessutom att inget dominant kärleksspråk kunde identifieras. 

This study is about inclusion in digital environments with a focus on videogames. The purpose of the study is to provide insight into how to increase inclusion in the digital environment, primarily for women, and provide examples of how to apply good information design to digital spaces to contribute to increased inclusion in videogames. The aim is also to increase the understanding of how spatial design affects inclusion for users and which parts of the spatial aspect are important for the environment to be perceived as inclusive or not. The goal is to try to raise awareness about inclusion in the gaming environment and to get people to question the design. The methods used are questionnaire, interview workshop, site analysis and traditional masculine and feminine scale, as well as human centered design as a method and process in the work. Of these methods, prototypes were made and used to produce different notions of what is masculine or feminine, as well as what the users in the study perceived as more inclusive designs. The results show signs that the spatial environment gives signals to be able to behave in a certain way that can be linked to hypermasculinity. The users in the study perceived the most popular games to be in the more masculine direction with Counterstrike as the most masculine direction. The attributes of the game's environment and spatial elements were perceived by the users in the study as violence and terror, which may in this way send signals to the users that it is okay to behave in a more hypermasculine way as one of the attributes of hypermasculinity is violence. The conclusion is that a larger study would need to be carried out on the interaction between the environment and its signals to the users to see if it has a greater impact on the inclusion of the users, as there are signs that the spatial design also contributes to a hypermasculine environment in the digital space. 

Public spaces are often failing girls and women, with male dominance and a lack of representation being prevalent issues. The 2030 Agenda emphasises the need for safe and accessible public spaces for women, children and other disadvantaged or marginalised  groups. Nevertheless, women and girls tend to be neglected in the development of urban areas, and their specific needs and risks are not fully considered. Hence, there is a need for feminist urban planning.  Feminist planning aims to understand, challenge, and change power relations in public spaces, by involving the experiences, needs, and desires of marginalised groups in the planning process in order to create more equal cities. This approach recognises the individual and collective power that women and other disadvantaged groups already possess. Social innovation is an innovative practice for meeting social needs and shares a common goal with feminist planning of promoting social change and increasing power for disadvantaged groups. However, whereas feminist urban planning – and urban planning in general – tend to end when a project has been planned and executed, social innovation has a stronger and more explicit focus on results or impact of the process or project. This is an aspect where feminist planning can learn from social innovation. By addressing the specific needs of marginalised groups and focusing on results and actual change, feminist planning can contribute to positive social change and empower women and girls in urban development processes. This viewpoint argues that feminist planning can learn from the focus of social innovation on results (i.e. output, outcome and impact of the planning), which has the potential to change planning practices and challenge gendered social norms in order to create more equal, just and socially sustainable public spaces and cities.

This book aims to unravel how rural gender regimes are constituted, enforced, made sense of and resisted, and ho struggles of resistance lead to empowerment and change in various countries in the four corners of Europe as well s Australia and India. The book focuses on the intricate relationship between laws and institutions and everyday life. It analyzes on the one hand how laws and institutions are constituted and on the other hand how gender regimes are built at the local rural level, sometimes in compliance with these frames and sometimes contesting them, The articles, in diverse ways, give voice both to women’s struggles for recognition and men’s voices in gendered rural societies. Through applying the concept of the welfare state and gender regimes within rural research, this book contributes to the further development of a comparative theoretical framework for rural gender studies. The importance of integrating rural gender studies into both the mainstreams of rural and feminist research has been emphasized in previous research, as has that of developing comparative analytical frameworks. The conceptual framework adopted in this volume wets out to meet this challenge by approaching rural gender relations and the meeting point of two core research areas: gender regimes and rural transformative processes. Research into gender regimes offers a promising analytical framework for comparing gender relations in diverse rural settings. At the same time, by addressing rural concerns deriving from the specificity of rural transition processes and gender regimes, the approach also contributes to an elucidation of the complexity of citizenship.

This study aims to explore how ninth-grade students perceive their school climate and whether they have encountered critical places and situations at school related to gender equality. Participants engaged in interviews focused on their experiences and perceptions of equality within their educational context. The analysis was conducted using Hirdman’s (1988) two-gender model to specifically examine the dichotomies within the school environment as experienced by students. The findings reveal that students of both genders perceive significant inequalities, identifying distinct gender norms and standards for girls and maybe even more rigid situations for boys. Gender-specific norms reported are traditional: boys are driven by masculinity norms and are accordingly characterized as unruly, while girls act as more well-behaved students which most of them are. The results corroborate previous research, indicating that gender inequalities persist and are reinforced by traditional educational practices where gender-specific norms are deeply embedded. This study underscores the ongoing challenges in improving gender equality in educational settings

What kind of focus will feminist research develop at a technical university, where information technology (IT)38 constitutes the overarching research field? In this article we want to illustrate this question with the core issues that we have identified, as well as to animate these with the authors’ stories. Finally, we want to propose a short agenda of issues and challenges for future feminist technoscience research.

Denna studies syfte är att undersöka på vilket sätt genus framställs i böcker för barn i förskoleåldern. Det som genomsyrar arbetets syfte är om böcker för barn i förskoleåldern är stereotypa eller inte. I studien har åtta barnböcker undersökts och analyserats utifrån genus. Dessutom har undersökts, genom intervjuer med sex yrkesverksamma förskollärare, hur medvetna pedagoger är om genus i barnböcker. Detta är en kvalitativ studie, det vill säga en småskalig studie. I studien har framkommit att tidigare forskning i ämnet menar att barnböcker är stereotypa i sitt innehåll. Författarna till denna studie har kommit fram till liknande resultat, att de allra flesta barnböcker framställer stereotypa bilder av flickor och pojkar, men menar att författare till barnböcker även försöker förmedla en utmanande bild ur genussynpunkt. I studien har genom intervjuer med förskollärare framkommit att förskollärare i dagens förskola anser sig sakna kunskaper om genus samt ha få kunskaper om vad barnböcker förmedlar om genus.

Studies repeatedly find that women and men experience life in academia differently. Importantly, the typical female academic portfolio contains less research but more teaching and administrative duties. The typical male portfolio, on the other hand, contains more research but less teaching and administration. Since previous research has suggested that research is a more valued assignment than teaching in academia, we hypothesise that men will be ranked higher in the peer-evaluations that precede hirings to tenured positions in Swedish academia. We analyze 861 peer review assessments of applicants in 111 recruitment processes in Economics, Political Science, and Sociology at the six largest Swedish universities. Our findings confirm that the premises established in previous research are valid in Sweden too: Women have relatively stronger teaching merits and men relatively stronger research merits, and also that, on balance, research is rewarded more when applicants are ranked by reviewers. Accordingly, male applicants are ranked higher compared to female applicants.

Mental health problems among children and youth is positioned as one of the most urgent public health issues in Sweden today. Both research and official reports assert that mental health issues have increased among adolescents, especially girls, during the last decades. The aim of this study is to investigate how changes in childhood and gender discourses has implicated the construction of young people’s mental health as a public problem since the early 1990s up until today. The empirical material consists of documents published by state authorities between 1990 and 1998, and between 2006 and 2017. The results show that the construction of mental health issues among children and youth is characterized by an ideological and gendered shift, promoting different ideals of childhood. In early 1990s, young people’s poor mental health was understood as a result of social inequality, most common among working-class boys with behavioral problems. Today, it is framed as an introvert phenomenon most common among girls, who are depicted as having trouble handling stress and performance-related pressure. In this shift, the child (read boy) is initially framed as a “child of society” in need of support, to later on being defined as a “competent child” (read girl) who has the responsibility to create a good life for herself. In this way, the construction of mental health among children and youths reflects how gender orders are reformulated in the individualized era, where young girls who do not embody neoliberal ideals of independency, flexibility, and female empowerment are framed as mentally fragile and in crisis. Furthermore, the construction shows how current ideas about the child as a competent actor has central implications for today’s understanding of young people’s mental health.

In this chapter, by metaphorically extending the meaning of the word "manspreading", on one hand we describe how the term "feminist" in "new feminist materialism" has been placed "under erasure". On the other hand, we show how the feminism has been always already all set for disturbing the discursive male order of new materialism. We foreground three main feminist ethico-onto-epistemological assumptions: decentering the subject, (re)materializing all bodies; intra-acting responsibly. Correspondingly, we articulate three alternative forms of politics - a politics of location, a politics of re-materialization, and an ethical politics of response-ability - which, we deem, embody the generative and affirmative posture of new feminist materialism and pave the way for a different knowledge production practice in Management and Organization Studies.

En litteratur- och bildanalys av bilderboksserien Handbok för superhjältar (2017-2021) av Elias Våhlund och Agnes Våhlund. Analysen är gjord ur ett feministiskt perspektiv, varvid syftet är att granska hur karaktärernas könsmönster yttras i bokserien. I vår analys/tolkning har vi kommit fram till att karaktärerna i serien i huvudsak följer den traditionella föreställningen om kön och att serien innehåller dold sexism.

Among 15-year-olds, boys tend to report higher life satisfaction than girls. Recent research has shown that this gender gap tends to be larger in more gender-egalitarian countries. We shed light on this apparent paradox by examining the mediating role of two psychological dispositions: competitiveness and fear of failure. Using data from the 2018 PISA study, we analyze the life satisfaction, competitiveness, and fear of failure of more than 400,000 15-year-old boys and girls in 63 countries with known levels of gender equality. We find that competitiveness and fear of failure together mediate more than 40 percent of the effects on life satisfaction of gender and its interaction with gender equality. Thus, interventions targeting competitiveness and fear of failure could potentially have an impact on the gender gap in life satisfaction among adolescents in gender equal countries. 

In 2011, the Swedish National Agency for Education initiated a national project to test and try out teaching methods that focused on achieving gender mainstreaming in preschools and schools in Sweden. With a mandate from the Swedish government, preschools and compulsory schools could apply to enhance gender equality in their institutions. The participating preschools and schools were required to cooperate with colleagues and other school staff in order to try out different methods aimed at achieving gender mainstream teaching. The national project was mainly carried out during the spring of 2012 and the project was completed that autumn. This paper presents the results from this national development endeavour and reflects on the educational, gender related challenges such a project raises. The aim of this paper is to show what a national project can achieve, and what effects a relatively short project can hope to have, in terms of teaching and teachers’ level of knowledge concerning gender mainstreaming.

Syftet med studien är att jämföra pedagogers och lärares syn på, och agerande med, barnen ur ett genusperspektiv i en förskola och en skola. Samtidigt är syftet att utifrån detta se vilka förutsättningar som skapades för barn och elever. Studien är kvalitativ och intervjuer samt observationer har genomförts med en lärare från en skola och tre pedagoger från en förskola. Studien visar att ett aktivt genusarbete genomfördes i förskolan men i skolan endast vid behov. Individperspektivet lyftes också som essentiellt för att kunna skapa en jämställd verksamhet. De deltagande ansåg att de behövde vara förebilder för barnen i de olika verksamheterna för att kunna motverka de könsstereotypa rollerna. Utmärkande i studien är också att pojkarna i skolan får mest uppmärksamhet, vilket inte kunde urskiljas i förskolan. Sammanfattningsvis visade alla en medvetenhet kring att de i deras roll påverkar barnen både positivt och negativt. 

Denna forskningsstudies syfte var att undersöka hur några förskolebarn och pedagoger resonerar kring genus och jämställdhet i barnlitteratur med inriktning på skillnader och likheter mellan pojkar och flickors val av aktiviteter. Studiens syfte var även att få en inblick i några pedagogers arbetssätt med genus i förskoleverksamheten. Som metod har vi läst boken Lia för en dag/Leo för en dag av Carin Wilke för 22 barn, som var indelade i åtta grupper, för att sedan föra ett samtal kring boken med barnen. Syftet med boken är enligt författaren att göra barnen uppmärksamma på de könsbundna skillnader som påverkar dem. Till studien gjordes semistrukturerade intervjuer med två förskolepedagoger. Vi har fått fram ett resultat som visar på att barnen var mer medvetna om genus än vad pedagogerna trodde. Barnen hade redan en syn på vad som kategoriseras som manligt och kvinnligt medan pedagogerna trodde att barnen var för små för att ha hunnit blivit formade av rådande föreställningar i samhället. Pedagogerna arbetade medvetet med genus i sin verksamhet, men inte uttalat så att barnen blev medvetna om att det var genus de arbetade med.

Fokuset i denna uppsats har varit att ta reda på hur en lärare och elever uppfattar hur genus och könsroller representeras i två specifika skönlitterära böcker, Diamantjakten och Precis som Kerstin. Den intervjuade läraren använder dessa böcker i svenskundervisningen för årskurs två. Syftet med studien var att få en djupare insikt i hur en lärare och dess elever förhåller sig till dessa representationer och hur de eventuellt påverkar elevernas uppfattning om samhället och sig själva. Vi valde att använda en kvalitativ forskningsmetod, nämligen för att uppnå studiens syfte, med semistrukturerade intervjuer samt med tematisk analys av intervjusvaren. Vi intervjuade en lärare och elever i lärarens klass, för att få insikt i deras upplevelser och tolkningar av genus och könsroller i litteraturen som används i klassrummet. Eleverna intervjuades i fokusgrupper. Vårt resultat visar på en variation i hur genus och könsroller representeras i de analyserade böckerna, och det fanns skillnader i tolkning mellan lärare och elever. En del elever hade en tendens att referera till traditionella könsroller, medan läraren var mer medveten om värdet av att välja litteratur som främjar mångfald och jämställdhet. Slutsatserna från studien är dels vikten av att lärare gör medvetna val av litteratur för att främja en mer inkluderande representation av genus och könsroller i svenskundervisningen. Vidare understryker vår studie vikten av att läraren väljer böcker med en bred representation när det gäller genus för att elevernas kritiska tänkande ska utvecklas.

This explorative study aimed to develop an understanding of how a sample of two groups of men, considered to be situated at different ends of Connell’s masculinity continuum, construct their masculinity, and how these constructions relate to their proximity to violence against women (VAW). One group consisted of five men incarcerated for violent crimes (MIVC) that had previously used VAW. The other included five participants in the pro-feminist group Men Against Violence (MAV), without prior VAW. An abductive approach, using qualitative interviews, was employed. Results show that the MIVC participants appeared ambivalent, unreflective, and inconsistent in their masculinity constructions, and used VAW as part of their problem-solving repertoire. The MAV participants appeared to have a reflexive stance towards gender equality and consistently adopted inclusive ways of enacting masculinity and preventing VAW. The study can only provide some support to the postulated relationship between men’s masculinity positions and their attitudes toward VAW. 

Drawing upon the work of Sara R Farris on femonationalism, this article presents an empirical study of the men's group activities of 'Vi & auml;r Sverige' ('We are Sweden'), an NGO that educates male migrants in gender equality. How are problems of gender inequality presented in this context? What versions of gender equality are being taught, and what are the pros and cons thereof from a feminist perspective? Methodologically, this paper draws upon a thematic analysis of public documents and media postings from Vi & auml;r Sverige, as well as on observations and individual interviews with members of one of its men's groups. Our findings indicate that, in these activities, problems of gender inequality were attributed to non-Western men and their perceived lack of Swedish attitudes and values; while injustices done by native Swedish men were passed over in silence. Hence, we have found femonationalist tendencies in civic-integration programmes implemented by an organisation in Sweden that work with men's groups. However, these programmes did promote a dynamic view of masculinity, thereby providing opportunities for change also to male migrants from societies with a predominantly Muslim population. The participants themselves expressed a favourable attitude towards gender equality, thereby constructing a non-white Swedish masculinity.

Drawing upon the work of Sara R Farris on femonationalism, this article presents an empirical study of the men’s group activities of ‘Vi är Sverige’ (‘We are Sweden’), an NGO that educates male migrants in gender equality. How are problems of gender inequality presented in this context? What versions of gender equality are being taught, and what are the pros and cons thereof from a feminist perspective? Methodologically, this paper draws upon a thematic analysis of public documents and media postings from Vi är Sverige, as well as on observations and individual interviews with members of one of its men’s groups. Our findings indicate that, in these activities, problems of gender inequality were attributed to non-Western men and their perceived lack of Swedish attitudes and values; while injustices done by native Swedish men were passed over in silence. Hence, we have found femonationalist tendencies in civic-integration programmes implemented by an organisation in Sweden that work with men’s groups. However, these programmes did promote a dynamic view of masculinity, thereby providing opportunities for change also to male migrants from societies with a predominantly Muslim population. The participants themselves expressed a favourable attitude towards gender equality, thereby constructing a non-white Swedish masculinity.

This paper explores constructions of masculine identities among adolescent men in educational settings. The project is positioned in the field of sociology of men, masculinity and education. The concerns regarding ‘underachieving’ male students articulated in public and academic debate have been central part of the last decades’ research concerning young men and education. Nevertheless, in Sweden this is a fairly under-researched topic. Since focus in educational and gender research mainly have been students positioned as working-class or in working-class’ settings, my intention is to extend the analysis of masculinities by turning to an educational arena connoted of high social class. Drawing on Erving Goffman’s social psychology as well as theories of ‘doing gender’, the analysis examines how the young men are representing themselves as students and mates in school setting and in the interview contexts.

The first results from the study indicate that ‘high-status masculinity’ among these students is linked to displaying an attitude of ‘knowing without an effort’. The important resources in achieving status as a young upper-class man seam to be following: interpreting the ‘knowing without an effort’ as a vital way of ‘doing’ masculinity, being able to present ‘communicative talent’ during discussions and while answering teachers’ questions, as well as making contacts inside and outside school. The belief among several of the young men that they are intellectually superior to the young women, could in that sense provide for greater gender differences in favour of the female students when it comes to school achievements. On the other hand, and when it comes to health and skills in networking, the greater gender differences could instead be in favour of the male students.

The interviews analyzed in this paper are part of a lager ethnographic study, in which data has been collected from participant observations as well as semi-structured individual- and group-interviews with students attending two secondary school classes, positioned in opposite socially classed environments.

Artikeln inleds med en sammanfattande diskussion om olika sätt att närma sig frågan om köndifferentiering i skolan. Med utgångspunkt från en studie av en Fordonsklass och en Naturvetenskapsklass undersöks därefter frågorna: Hur uppfattar gymnasiepojkar att pojkar och män är eller borde vara? Vad anser de att pojkar och män gör eller borde göra? Och sist men inte minst: Vilken betydelse har detta för hur de ser på skolarbete?

Könsdifferentieringen av utbildningsresultat i grundskola och gymnasieskola har i Sverige liksom internationellt rönt stor uppmärksamhet. Främst har diskussionen kommit att handla om huruvida dagens pojkar möter svårigheter med att förena maskulina praktiker och engagerat skolarbete. Att betygsglappet nu är ungefär lika stort mellan pojkar och flickor oavsett socialklass har väckt frågan om huruvida alla pojkar ställs inför dilemmat att välja mellan skolframgång eller status bland jämnåriga. I bjärt konstrast till samtida genusforskning har detta även öppnat för en ensartad syn på maskulinitet i de utvecklingsarbeten som initierats. Behovet att utöka den inhemska empiriska basen har därmed varit betydelsefullt, inte minst eftersom forskningen i liten grad analyserat hur maskuliniteter konstrueras bland elever från samhällets övre skikt. Syftet med denna text är att problematisera den antagna konflikten mellan den ”riktige killen” och den ”goda eleven” genom att vända blicken mot elitens söner.

Det empiriska materialet i detta paper bygger på deltagande observation och intervjuer av unga män och kvinnor i en naturvetenskaplig gymnasieklass, vilka läser första året i en skola med betydande status. Analysen tar utgångspunkt kritisk forskning om män och maskuliniteter. Genom vilka praktiker och diskurser konstrueras dominans, utanförskap och maskulinitetsideal bland elitens söner i skolvardagen? Att ha kul tillsammans under lektionstid, t ex genom att utmana klassrummets ordningsnormer, tycks vara en viktig byggsten i killarnas sociala hierarki och gemenskap. Samtidigt sammanfaller även iscensättande av den ”gode eleven” i hög grad med maskulina praktiker och genererar status i den manliga hierarkin. Här utgör tidigare förvärvat skolkapital emellertid en viktig bricka för att kunna använda sig av skolans ”spelplan”. Således både bekräftas och ifrågasätts antagandet om den negativa relationen mellan maskulinitet/er och skola av empirin. I studien undersöks relationen mellan normer för maskuliniteter och elevskap med en öppenhet för dessa inte bara kan variera mellan elever med olika social bakgrund eller mellan skolor, utan även mellan de olika pedagogiska sammanhang som elever i en och samma skolklass agerar inom. Har exempelvis skolämnenas könskodning betydelse elevernas könsrelationer, och när accentueras respektive utmanas skillnadsskapanden mellan könen?

Materialet utgör en av två delar i en pågående sociologisk studie lokaliserad till en mellanstor universitetsstad. I den andra delen studeras en klass som läser fordonsprogrammet i samma kommun.

Syftet med denna undersökning har varit att ta reda på vårdnadshavares vetskap och tankar kring genusarbetet i förskolan. Med hjälp av en enkätundersökning har vi samlat in vårt empiriska material. Studien visar att vårdnadshavare har blandade tankar, vetskap, uppfattningar, åsikter och erfarenheter utav genusarbetet som pågår i förskolan.  Men den visar även att de flesta vårdnadshavare ser förskolans genusarbete som något betydelsefullt, både för deras egna barn men även för samhället i stort. 

Purpose:There is growing attention towards inclusive mining to make an economic case for gender equality and diversity in the industry. Available literature lacks sufficient empirical evidence on the subject matter in Ghana. Therefore, this paper aims to understudy women miners in Ghana and document their role in recent change regimes in mine works gender profiles. An observed change that is stimulating a shift in background dispositions leads to increasing number of women taking up mine jobs.

Design/methodology/approach: In working towards achieving the aim of the study, both qualitative design and a multiple case study approaches are deployed. Four multinational Ghanaian mines and a mining and technology university were used to understudy the women miners and their role towards a change in mine work gender perspectives.

Findings: The results showed a regime of “ore-solidarity movement” (women in mining – Ghana). A kind of solidarity identified conventionally as a social movement in active resource and self-mobilization, engaged in a symbolic contestation for change of the status quo (dominant masculinity cultures) in furtherance of gender equity and inclusion in milieu of mine works reforms in Ghana.

Originality/value: The study is of high scientific, political and public interest to better understand women’s movements in the mining industries in Ghana and to frame them theoretically. It offers solid empirical evidence on roles women miners play to ensure gender shape-shifting and liberalizing the mining space for women’s participation. This move towards inclusive mining implies poverty eradication among women, work towards achieving sustainable mining, competitiveness and assurance for gender-driven social innovative mining.

This study explores the pivotal role of the body for political recognition and rights claims in child welfare “moral” interventions. I examine how the bodily figures in child welfare assessments, linking these manifestations to the concept of the moral economy of care. A sample of assessment reports from a Swedish municipality, all addressing violations of children’s bodies or integrity, are used as empirical material. I show how the psychosomatically suffering child is being best “heard” as vulnerable. I also argue that such a moral economy of care silences children’s accounts of gendered and racial injustices. Furthermore, racialized moral divides are indicated when assessments of different child bodies are considered. A concluding remark points to a need for a child welfare moral economy of social justice that responds to structural intersecting injustices in childhoods, including to those of a racialized child welfare and its individualized and symptom-oriented services.

Bakgrund: Sveriges regering arbetar med sex jämställdhetspolitiska delmål mot ett mer jämställt Sverige. Dessa delmål syftar till att minska skillnader mellan kvinnor och män. Redan i tidig ålder formas barn till att följa samhällets könsnormer, vilka delvis ligger till grund för nivån av jämställdhet. Undersökningar påvisar könsskillnader, framför allt bland unga vuxna, gällande uppfattning av jämställdhet och attityder till könsnormer.

Syfte: Att redogöra för gymnasieelevers uppfattningar om jämställdhet och attityder till könsnormer, samt undersöka eventuella könsskillnader. 

Metod: Studien har använt sig av en kvantitativ studie med tvärsnittsdesign i form av digitala enkäter. Urvalet som användes var bekvämlighetsurval med 91 respondenter. Data analyserades i SPSS genom deskriptiv analys och Chi2-test.

Resultat: Resultatet visar att majoriteten av respondenterna uppfattar Sverige som ett jämställt land. Majoriteten av respondenterna håller inte med om att män är bättre ledare än kvinnor. Attityder till könsnormer skiljer sig till viss del mellan tjejer och killar.

Slutsatser: Att ”hen” är ett bra könsneutralt pronomen var den attityd som var mest splittrad bland gymnasieeleverna. Det fanns större könsskillnader i attityder till könsnormer än inom uppfattningen av jämställdheten. En större andel tjejer än killar instämde inte med samhällets könsnormer.

Nyckelord: Attityder, Gymnasieelever, Jämställdhet, Könsnormer, Theory of Planned Behavior

Mentors in Violence Prevention (MVP) is a systematic education programme aimed at addressing gender inequality and preventing violence among boys and men. The programme originates from Canada and the USA, and since 2015 has been introduced in a number of Swedish schools. Whereas most evaluations of MVP and other programmes addressing gender-based violence focus on broad changes, we argue that these evaluations fail to provide insight into where and for whom the programmes are or are not effective. By identifying the participants with knowledge and attitudes furthest away from the target assumptions of the programme and following them throughout the programme, we can see what effects the programme has on those with the most problematic knowledge and attitudes. The study shows that MVP does not seem to contribute to a more positive development for the group of students whose knowledge and attitudes are furthest from the programme’s target assumptions. Moreover, the study shows that the comparison group shows a more positive development over time than the MVP group. This leads to the conclusion that MVP seems to have limited potential to change the specific group with low levels of knowledge about violence and most problematic attitudes towards violent behaviour.

In recent decades different constructionist approaches, frequently gathered under the label of ‘doing gender’, have become influential in Scandinavian gender research (Widerberg 2007). In this text we focus on just what ‘doing gender’ in organisations is seen to be. What is gender and how can it be looked at with doing gender as the point of departure? Our initial inquiry involves taking a look at what the suggested definition of doing gender is in research on gender in organisations. We look at the criticism directed towards doing gender and how this has been treated. After going through the research on doing gender, we then outline our view of gender in organisations. We argue in favour of keeping a “divided eye” on how actors do gender via an analytical look at ‘where they have been’ and ‘where they are heading’, in relation to context and practices, and in this way being able to focus on the process of how gender is done. Following this we present some methodological implications arising from our view on gender with regard to two ongoing research projects on gender and leadership in two different organisational contexts. Finally, we give a summary of our ways of reasoning along with one or two observations on our view of gender and approaches to studying organisations. 

Människor bedöms ibland enbart utifrån sitt kön och denna studie syftade till att undersöka dessa könsstereotypa värderingar. Deltagarna, 172 högskolestudenter (129 kvinnor, 43 män) i Sverige, fick på Schein Descriptive Index skatta antingen sig själva, kvinnor eller män i allmänhet på 92 egenskaper. Detta för att utreda om kvinnor och män bedömdes olika av andra och/eller sig själva, om bedömningen av könen stämde överens med kvinnors respektive mäns självskattningar samt om den egna könstillhörigheten påverkade skattningarna. Resultatet visade att kvinnor och män skattades som mer olika jämfört med vad självskattningarna visade samt att deltagarna var mer ense om kvinnors egenskaper än om mäns egenskaper. Vissa resultat stämde överens med tidigare forskningsresultat och andra inte, vilket ger motivation för utökade studier.

Key words: gender-stereotypes, stereotypes, in-group, out-group, Schein Descriptive Index.

It is well known that universities arc male dominated both in history as well as in the dominant discourses. As knowledge producing organizations universities also carries the heritage of defending the scientific ethos of meritocracy and objectivity, these are rules that many researchers still are trained to believe in. This makes often studying of gender inequality in academia a difficult task since it not only reveals the gendered structures of academia but also violates the norms of science implying that science is socially biased.This article explores how gender inequality is produced within the discourse of equality at Swedish universities.The underlying assumption is that gender inequality on the level of the academicdepartments is produced within the broader discourses of gender, power, science and equality operating in everyday academic working lives and in society in general.

Syftet med studien var att undersöka hur kvinnor respektive män representeras i läromedel inom ämnet spanska för nybörjare. Genom en innehållsanalys och en textanalys som metod har en läromedelsanalys genomförts för att undersöka med vilken frekvens de olika könen framställs i de utvalda läromedlen och under vilka ämnen kvinnor och män representeras. Resultatet visade en relativt jämn könsfördelning i de utvalda läromedlen men med ett varierande resultat i fråga om vilka attribut som tillskrivs de båda könen då det förekommer stereotyper men även några normbrytande exempel. Som slutsats kan man se en kvantativ jämställdhet i de utvalda läromedlen, men en ojämn kvalitativ jämställdhet då man framställer stereotyper, men även några exempel på god genusmedvetenhet. Vid en jämförelse med de tre analyserade läromedlen kan man se att Alegría visade flest exempel på genusmedvetenhet, medan Caminando uppvisade flest stereotyper.