As an accepted genre of female composition, song lies in a unique position among musical genres. This allows it to stand largely outside the area of Claude Steele’s notion of “stereotype threat,” and being absent such weighty pressures, it could then furnish an arena in which female composers can do their best work. As a genre that combines the arts of music and poetry, song is based upon a given set of symbols that provide the composer with inspiration. The study of these symbols and their possible metaphorical meanings can offer a guide to that inspiration. By studying two settings by male composers and two settings of female composers, we can compare their individual and gendered approach to those symbols for elements of a masculine or feminine style. Heinrich Heine’s 23rd poem in Die Heimkehr, analyzed thoroughly in Chapter 2, is the focal text in this study. In Chapters 3 through 6 each of the settings is examined at length using both a standard formal analysis and the “Grundgestalt” concept of Schoenberg. The settings examined are “Ihr Bild” by Franz Schubert, “Ich stand in dunkeln Träumen” and “Ihr Bildniss” (two versions of the same work) by Clara Schumann, “Ich stand in dunkeln Träumen” by Hugo Wolf, and a setting of the same name by Ingeborg von Bronsart. Each discussion focuses on the individual reactions to the specific symbols identified in Chapter 2, as well as the global approach to some well-known literary aspects of paternalistic literary culture of the time. The thesis concludes with a summary of the similarities and differences in the preceding four examinations. Chapter 7 also draws conclusions based on those contrasts, which yields an evaluation of gendered reactions and the possibility of a feminine style in the nineteenth century.

This study investigates the post-performance effects of stereotype threat. Undergraduate students (N = 130) classified as either strongly- or weakly- identified with academics were told a diagnostic anagram task either typically shows poorer performance for their gender (stereotype threat) or no gender differences (no stereotype threat), and received arbitrary positive or negative feedback on an initial task. They later performed a second anagram task. Results indicate a 2-way interaction between stereotype threat and academic identification among those who received negative feedback. Negative feedback under stereotype threat did not harm performance for participants strongly-identified with academics, but did harm performance for participants weakly-identified with academics. This same 2-way interaction within the negative feedback condition also predicted post-feedback levels of identification as a college student, though it did not seem to affect post-feedback levels of academic identification. Strongly-identified participants receiving negative feedback identified less as a college student if they were under stereotype threat while weakly-academically identified participants identified more. Levels of post-feedback identification as a college student negatively predicted performance.

The aim of the study was to examine how Swedish tabloid journalism presented the contestants in the Swedish version of the reality show Idol 2009. We wanted to see which approaches tabloid news papers use when constructing the public identities of them. We have used text analysis to examine 37 articles and nine front pages with focus on the words, propositions, comparisons and parables that describe four of the contestants. In addition we have looked at myths and connotations shown in the pictures by using a semiotic analysis. The results show that the Swedish tabloids tend to describe the contestants in relation to their performances and personalities. They also compare them to stereotypes, music genres, celebrities and the other contestants. The pictures tend to enhance the propositions made by the articles.

The society in which we live is controlled by various kinds of rules, both written and unwritten. These rules tell us not only how we should act as humans but also how we should act as women and men. Adults teach their children the rules of the society in various ways, but they also act as model figures. Children are influenced by conscious and unconscious actions and also by activities performed by the adults. Furthermore, adults write children’s books which bring the essential content into children’s lives. These books propagate the image of men and women and these images influence children’s view regarding both genders. The aim of this paper was to examine how boys and girls are represented from a gender perspective, based on the 10 children’s books most often borrowed from Stockholm City Library in the year 2010. The method used in this paper is both qualitative and quantitative content analysis. The result showed that feminine and masculine characters are presented from the stereotype gender’s point of view, especially in terms of physical appearance. Some exceptions appeared in terms of stereotypical properties and activities of the genders, but masculine rules appeared to be dominating. On the other hand, there were significantly more masculine characters than feminine characters in the examined children’s books.

The purpose of this study is to compare the representation of criminals in the Swedish television show “Efterlyst” regarding ethnical background between the year 1998 and the year 2006. The aim is to determine if and how the representation of ethnicity have changed over the examined years. We have then examined 13 shows from each year and categorized the criminals by ethnicity, type of crime and length of each segment. We have come to a conclusion that the show has a noticeable overrepresentation of criminals with non-Swedish ethnical background. We have also concluded that the show delivers better and more precise descriptions of the criminals in the episodes from 2006 compared to those from 1998, making it easier to determine the suspects’ ethnicity. We believe that ”Efterlyst”, together with other media, contributes to how we, in Sweden, look upon criminality and criminals in terms of ethnical background. With that said we believe the show, as well as other media, has a responsibility not to over represent any ethnical group.

The purpose of this thesis was to study how journalism is represented in graphic novels, what roles are represented and if journalism in graphic novels is good or evil. The goal was also to see if there were any similarities or differences over a period of time. This was done with a qualitative analysis of two graphic novels written and drawn by Frank Miller. When we did the analysis we focused on pictures and texts that directly had a connection to the journalistic role. We used a semiotic approach to analyze the two graphic novels were our main focus where on what connotation, what denotation and what stereotypes could be found. This study establishes that stereotypes are used to represent journalism in a negative way. Journalists are also the cause of more harm than good. When you put journalism into the narrative technique of good versus evil they are clearly evil and use their power to undermine the heroes of the story. The journalists are put into stereotypical roles such as the female news reporter who is all looks and no brain, or the overzealous male reporter who tries to tell the truth but no one will listen to him. It is also clear that journalism is represented in a way that describes it as a phenomenon that spreads panic because the journalists in many cases come to their own conclusions without having all the facts. The study also shows that over a period of fifteen years the role of the journalist is the same but the way they are represented is very different.  Because of the larger rivalry from other news sources the media is forced to find new ways to attract an audience. Therefore the newer graphic novel portrays a sexualisation of the journalistic role.

The purpose of this study was to find out how gender roles are described in two popular children’s detective stories, one of them written in 2002 and the other in 1946, to be able to compare the two. In order to do this, I used a qualitative research method in which I read and analyzed the text and illustrations of the books out of a gender perspective.I used gender theories describing how stereotypical gender roles are displayed, and these theories were later associated with the books I studied. I also used previous research concerning gender roles in other children's books in order to compare those results with my own.After having read, analyzed and compared the two books, I found vast resemblances between them, but also certain differences. However, it is obvious that the gender roles in both books for the most part are traditional. It is mainly the girls (although not the adult women) that diverge from the stereotypical gender roles, but this is also what is most common and most acceptable in today's society.

Endorser is common in advertising for marketing strategies. The firms spend hundreds of million dollars to hire celebrities to endorse their products and brands. Appropriate endorsers are beneficial in brand differentiation and help competitive advantage building. Previous researches in match-up between endorser and product image have two diverse points of view (congruity vs. incongruity). The latest research reveals that in moderate incongruity would accommodate the two different views. Based on the three inconsistent findings, this study explores the effects of gender-based trait through different match-up levels of endorser and service type. The present study uses experimental design to investigate the advertising effects of endorser¡¦s gender (male vs. female), endorser¡¦s gendered traits (male vs. female), and service type (masculine vs. neutral vs. feminine). Thus, a 2x2x3 factorial design is conducted. The ad effects are measured by perceived quality, attitudes toward the brand, and purchase intention to observe the responses under twelve different and fictitious scenarios. The results indicate that a male endorser with female traits is more effective than a male endorser with male traits, especially promoting feminine-based service marketing. Besides, consumers¡¦ perceived quality is different when evaluating match-up combinations based on endorser¡¦s gender. Moreover, when promoting a masculine-based service, a female endorser with female trait is more effective than a male endorser with male traits in perceived quality and purchase intentions. According to these findings, the research provides implications for researchers and marketers on match-up between endorser and service type.

Taiwanese Languages Curriculum in a Third Grade Class of Elementary school Li-Shu Huang Abstract This is a case study on a grade three class in Kaohsiung municipal Da-Ai (A pseudonym) elementary school. The core issue was to teach Taiwanese proverbs with the integration of gender equity ideas, including topics of based on ¡§gender equity in a multi-culture society¡¨ and ¡§related issues in gender rights and interests¡¨ in the Nine-Year Integrated Curriculum Guidelines. The purposes of the study was to discuss the development process of gender concepts of grade three students in elementary school before and after taking the integrated course instruction, to know the academic achievements and the predicaments of students¡¦ learning. This research adopted qualitative research methods for collecting data by observations, interviews, worksheets and reflection checklists; to analyze data with frequency & T-test statistics, and then to make conclusions and suggestions wishing to be a reference in future integrated instruction. According to the above research purposes, the conclusions were as follows¡G A. Students¡¦ gender equity awareness¡G 1. Before instructions, students have their own gender stereotypes. 2. The students¡¦ stereotypes can be clarified and the viewpoints of gender equity can be built through instructions. 3. Through learning and sharing, the students can learn how to protect their body, deal with the crises and estblish the human relations. B. Integrated curriculum instruction¡G 1. The use of multiple instructions can stimulate reflections on gender concepts from both teachers and students. 2. The students admired the attempts of integrating gender equity ideas into Taiwanese language instruction. 3. The instruction can raise parents¡¦ attention toward children¡¦s gender attitude. 4. The integration of gender equity ideas into Taiwanese language curriculum ¡® instruction can have positive inpact on boys and girls¡¦ gender awareness, particularly in the case of girls. 5. Multiple instruction models of Taiwanese language curriculum can raise the interests on students¡¦ learning. 6. The integration of gender equity ideas into Taiwanese language curriculum ¡® instruction can help students use Taiwanese in their daily lives. Based on the findings, the researcher provided several suggestions as follows¡G A. We should implement gender equity education with the help of household education. B. We should create an envivonment with non-sexual discrimination and stereotype learning in order to support the teachers implementing multiple instructions. C. The teachers should develop reflecting abilities on gender concepts. D. The integration of gender equity ideas into Taiwanese should be diversified. E. The teacher self-made inventory on gender equity attitude should be further revised. F. The number of research class and samples should be increased.

The purposes of this study are to inquire the individual class students' gender- role stereotypes and to understand the influence of gender equity education curriculum on gender- role stereotypes existing among seventh grade students. The subjects are one class (18 females, 20 males) of 7th grade students in Junior High School in Kaohsiung City as the case group. Showing students¡¦ changes of gender-role stereotypes in gender equity curriculum offers some implications on adolescent¡¦s gender equity education program in the future and to draw up a well teaching project eventually. The study adopts qualitative and quantitative methods to explore subjects¡¦ gender-role stereotype condition and reaction about gender equity education curriculum. The former of which is major method including observation, interview and document analysis. The latter of which administered questionary to subjects. In this study, the gender equity education curriculum met for one 1 hour period a week, for 14 weeks. Teacher¡¦s introspection connects with student¡¦s performance would be the feedback to help researcher adjusts teaching strategy once a week. From this process the final conclusions as following: (1) Junior high school students cultivate their gender-role stereotypes with social structure and people's expectation. (2) The conflict between gender is derived from unfair evaluation comes from gender-role stereotypes. (3) Girls accept flexible gender-role behaviors, but boys don¡¦t. (4) Students are used to rationalize the social gender separation, so it is difficult for them to have gender equity view. (5) Students can enlarge their scope of gender roles by reading stories and watching. (6) After gender equity education, students have more criticize ability about gender equality concept than before. Finally, based on the research results and my introspection, we can provide valuable suggestions to school education and further study plans.