Svensken spenderar i genomsnitt 6 timmar om dagen på medier och genom reklamen som visas på dessa medier sänds det ut värderingar och uppfattningar om vad ett visst kön är. Därför ställde jag frågan om vem som ska hållas ansvarig för de stereotypa bilder som idag visas på reklamen.  Syftet med denna studie är att få kunskap om vad reklamskaparna har för perspektiv på genus och inställningen till att skapa könsstereotyp bildreklam. Den metod jag valde att använda mig för att svara på den frågeställning som studien har valde jag kvalitativa intervjuer. Det empiriska materialet som intervjuerna genererade visade sig som styras av genusmedvetenhet i tolkningen av stereotyperna manligt och kvinnligt och kritik emot den traditionella reklambilden. Informanterna menade att många kunder idag är medvetna om stereotyperna och vill förändra den bilden. Trots det så kunde jag genom studiens teorier konstatera att informanternas tolkning om manlig och kvinnlig var stereotyp. Så vem ska agera för att reklambilden ska bli ”könsfri”? / A Swede spends on average 6 hours a day using media. Advertisements that appear in these media influence the audience’s perceptions of what it means to be men or women. Therefore, I wonder who should be considered responsible for the gender stereotypes that currently appear in the advertisements. The purpose of this study is to gain knowledge about the advertisement producers’ perspective on gender and gender-stereotyped advertising. The method that this study uses is qualitative interviews. The material gathered through the interviews shows a high level of gender-awareness among the interviewed producers of advertisements, as well as that they share a critical vision of the traditional stereotypes in advertisements. The informants say that many customers today too are aware of the stereotypes and want to change that. Despite this, the analysis of the informants’ interpretations of “male” and “female” based on the theories shows that advertisement producers continue to think somewhat stereotypically. The question that this study suggests for further investigation is who should act in order to make advertisements “genderless”?

Although there have been many studies focusing on Asian Americans’ ethnic identity and the stereotypes associated with them, little is known about how Asian Americans negotiate their multiple layers of ethnic identity and respond to the stereotypes imposed on them. The main goals of the current study were to examine American-Raised Chinese’ (i.e., Chinese who were born and/or raised in America) multiple layers of ethnic identity and their negotiation process of these multiple layers of ethnic identity, the relationship between their ethnic identity and stereotypes, and the creative ways American-Raised Chinese interpreted and responded to stereotypes. Another goal of this study was to examine the role of an ethnic student organization on campus and American-Raised Chinese’s participation in the organization. Through Chinese Cultural Association, I interviewed eighteen informants and observed their daily practices in public and private settings. The findings indicated that American-Raised Chinese undergraduates choosing to participate in an ethnic student organization over other organizations reflected their active negotiation of the multilayered ethnic identity. In addition, by meeting Chinese of different nationalities on campus and abroad, these undergraduates came to realize the diverse background of Chinese individuals, leading them to reexamine and reconstruct their ethnic identity. In particular, these undergraduates developed diasporic Chinese identity that not only acknowledged the diversity of Chinese community in America in terms of nationality, but also transformed their American identity into “ethnic” identity among Chinese of different nationalities. The findings also showed that American-Raised Chinese’ negotiation of their ethnic identity was closely related to their perception of the stereotypes. The informants came to recognize the changing nature of stereotypes and this realization led them to reconstrue their understanding of ethnic identity. Furthermore, using anecdotes of American-Raised Chinese undergraduates’ self impersonation, I argued that these undergraduates proactively responded to the stereotypes by making parody about themselves. Through self impersonation, these undergraduates achieved the double intents of performing themselves as Asian American and simultaneously challenged what the dominant American society expected them to be. / text

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The aim of this essay is to analyse how three female main characters, of Astrid Lindgrens work,are represented in certain series and movies. The study examines the three main characters from a gender perspective using theories such as representation, stereotyping and “The female voice”. The analysis comes to the conclusion that the three main characters do not follow the norms of a patriarchal society. This conclusion is proven through a method using a three stage model with elements of semiotics. The paper also examines how the differences and the similarities between the characters appear in the series and the movies and how the series and movies have been affected by Lindgrens voice. The purpose with this study is to contribute to new research about Lindgrens work and give the audience a reason to look at her work from a gender and social- related perspective.

Many contemporary classical scholars, such as Benjamin Isaac and Denise McCoskey, frame the ancient Athenian attitudes toward their slaves as akin to or the same as White American racism. In this thesis, I argue that Athenian literary representations of slaves, in comparative perspective, are actually only superficially similar to those constructed in White American literature. I survey ancient Greek comedy and tragedy’s representations of slaves and demonstrate that the genres’ slave stereotypes recognise that slaves share with citizens a common humanity. I survey White American literature from the antebellum and Jim Crow eras, and I establish that its stereotyping of Black slaves and freedmen dehumanises them through the construction of racial difference. I argue that this crucial difference between Athenian and White American representations of slaves indicates that the Athenian city-state’s social system did not feature racism as it is articulated by critical race theorists Eduardo Bonilla-Silva and Joe Feagin. / Graduate / 0294 / 0591 / 0579 / gbutler@uvic.ca

La problématique de cette thèse prend sa source dans des données actuelles qui montrent la rapidité et l'intensité du vieillissement populationnel, ce qui génère une augmentation du nombre absolu d’aînés dans la population. De pair avec l’augmentation du nombre d’aînés, de nos jours, grâce aux progrès médicaux et scientifiques, plus d’aînés sont en bonne santé et cela même chez les nonagénaires. Ce panorama peut faire en sorte que plus d’aînés restent actifs, même après la retraite. Dans ce contexte, il est souhaitable de mettre à la disposition des individus des moyens afin d’encourager le vieillissement actif, dont l’apprentissage tout au long de la vie se démarque comme le principal pilier. D’une façon générale, les représentations sociales de la vieillesse et des aînés dans le contexte occidental contemporain sont souvent liées au déclin physique et cognitif. Lorsque le déclin est associé à la vieillesse, l’apprentissage pendant cette phase de la vie peut paraître impossible. La façon par laquelle l’apprentissage chez les aînés est représenté peut influencer l’accès de ces derniers aux activités d’apprentissage, ce qui peut avoir des retombées sur le vieillissement actif. La perspective intergénérationnelle de cette thèse se justifie notamment par l’augmentation des rapports intergénérationnels dans tous les contextes sociaux pour les années à venir. La présente étude a comme objectif général de dégager les représentations sociales de l’apprentissage chez les aînés selon une perspective intergénérationnelle. Les objectifs spécifiques consistent à : 1) Décrire la variété des représentations sociales de l’apprentissage chez les aînés parmi des populations étudiantes d’âges variés, 2) Analyser la distribution des représentations sociales de l’apprentissage chez les aînés, en fonction des catégories sociodémographiques (sexe, âge, niveau de scolarité et intervalle de revenu individuel), 3) Identifier d’éventuelles traces d’âgisme à l’intérieur des représentations de l’apprentissage chez les aînés, 4) Comprendre le lien entre les représentations sociales de l’apprentissage chez les aînés et l’âgisme. La présente recherche a un devis mixte et transversal. Les résultats révèlent l’existence de sept représentations de l’apprentissage chez les aînés : R1 (Les ainés ont besoin de plus de soutien pour apprendre que les jeunes), R2 (Les ainés sont plus autonomes dans l'apprentissage), R3 (Il est impossible que les jeunes et les aînés apprennent ensemble), R4 (La société n'encourage pas l’engagement des aînés dans des activités d’apprentissage), R5 (Les stratégies et le sens de l'apprentissage des jeunes et des aînés sont différents), R6 (Les jeunes et les aînés ont les mêmes capacités d'apprentissage) et R7 (L'acte d’apprendre est productif et lié à la jeunesse), qui obtiennent des degrés d’adhésion divers au sein de la population. Nous observons des associations significatives entre certaines représentations sociales de l’apprentissage chez les aînés et l’âge, le niveau de scolarité et le revenu individuel. Les résultats mettent aussi en lumière les représentations de l’apprentissage chez les jeunes qui sont fortement associées à l’insertion et au maintien dans une vie productive au travail, alors que le sens de l’apprentissage pendant la vieillesse est davantage associé à la quête d’épanouissement personnel. C’est ainsi que l’apprentissage informel finit par être considéré comme étant la modalité d’apprentissage la plus fréquente pendant la vieillesse. L’avancement des connaissances généré par la présente thèse peut contribuer : 1) À la mise en œuvre et à l’amélioration des activités d’apprentissage qui ont comme cible la population aînée, ce qui peut stimuler l’engagement de cette population à des activités d’apprentissage, 2) À la promotion du vieillissement actif, même indirectement, 3) À la réduction de l’âgisme envers les aînés et 4) À l’augmentation de la compréhension de la dynamique établie entre les générations.

Abstract THE CARE FACTOR: THE IMPORTANCE OF USING DOMAIN IDENTIFICATION MEASURES TO IDENTIFY STEREOTYPE THREAT VULNERABILITY IN HIGH SCHOOL FEMALES. By Kimberly Y. Randolph, PhD A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2016. Major Director: Dr. Charol Shakeshaft, PhD. Professor Department of Educational Leadership There is a gap that persists in math achievement between high school males and females. Although the NAEP 2015 longitudinal report shows a narrowing in math achievement between males and females there still remains a gap. More importantly, females are less likely to enter into math - related college programs. Those that do enter into math related college programs sometimes choose to drop out of these programs. The purpose of this study was to do an analysis of factors, along with stereotype threat (the fear of doing something that would inadvertently confirm that stereotype) that might affect math achievement in girls. The factors used were domain identification measure, motivational orientation, self-efficacy and cognitive interference. Girls who participated in the study attended private or public schools, are in the 9th through 12 grade and have taken algebra I and geometry. Thus, for the female students in this study, domain identification level did not predict math achievement, desire to learn did not predict math achievement, mastery of goals did not predict math achievement, competitive excellence did not predict math achievement, competition seeking predicted math achievement accounting for 25% of the variance in math scores, motivation anxiety worry did not predict math achievement, and motivation anxiety emotionality did not predict math achievement, threat condition did not affect self- efficacy, threat condition did not affect cognitive interference, threat is not related to desire to learn, threat has no effect on personal mastery, threat condition had no effect on competition seeking, threat condition had no effect on emotionality, threat condition did not have an effect on mathematics achievement. . Perhaps there have been changes in female student attitude toward mathematics. With the rise of (Science Technology Engineering Mathematics) initiatives in schools across the country, females are encouraged to immerse themselves in domains that traditionally are dominated by males.

Thesis advisor: Marina Vasilyeva / This research explored the nature of gender differences in math performance across development. It examined potential mechanisms underlying gender differences by testing a mediation model in which females' higher anxiety taxes their working memory resources leading to underperformance on a mathematics test. Further, this research examined stereotype threat effects on math performance by testing whether female students presented with a scenario activating the stereotype would perform worse than females not exposed to the stereotype. Participants in Study 1 were 71 fourth, 107 eighth, and 147 twelfth grade students from high performing school districts. Students completed anxiety measures and a challenging mathematics test either in the stereotype threat condition or the no-threat condition. Results showed that there were consistent gender differences in math performance across all three grade levels; however, stereotype threat did not impact girls' math performance. Importantly, the relation between gender and math performance at the eighth and twelfth grade levels was mediated by the worry component of anxiety. This finding suggests that girls' heightened worry can explain their underperformance on a math test. In Study 2, the mediating relation observed in Study 1 was further explored by testing whether working memory mediated the relation between worry and math performance. Participants were 90 college students who were assigned to either the stereotype threat or no-threat condition. Students completed anxiety measures, two working memory tasks (verbal and visual), and a challenging math test. Again, findings showed a significant gender difference in math performance but no stereotype threat effects. Further, there was a mediating chain from gender to the worry component of anxiety to visual working memory to math performance. The results suggest that females' heightened worry taxes their working memory leading to gender differences in math performance. Both studies contribute to our understanding of affective and cognitive factors underlying gender differences in math performance. The findings of this research are discussed in terms of their implications for interventions and the future of women's participation in STEM careers. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental, and Educational Psychology.

For companies and organizations there's an ongoing battle to maintain reputation, by actively taking a stance in the public debate companies and organizations maintain their position on the market. SJ, Statens Järnvägar, is a Swedish train operating company owned by the Swedish state. In 2017 SJ released the first commercial from their advertising campaign ‘Vem du än är, vart du än ska’ that portray norm-breaking people on their rail travel. The purpose of this essay is to analyze, on the basis of three commercials that are part of SJ's advertising campaign ‘Vem du än är, vart du än ska’ how norms are maintained and challenged through the campaign. The study also aims to investigate how the commercials are being received among younger (22-25 years) and older (58-72 years) age groups, with particular focus on the group's perception of the campaign in relation to norms and corporate responsibility in society. Using tools based in the multimodal analysis we analyzed the commercials and through focus group interviews we gathered thoughts about the commercials from the older and the younger age groups. The theoretical framework based on representation, stereotypes, myths, norms and Corporate Social Responsibility has helped us analyze the commercials and distinguish the respondents thoughts about norms and corporate responsibility. The analysis showed that the respondents understood the message that everyone is welcome to travel with SJ, but they thought the shape of the commercials were weak. Although SJ wants to break norms and stereotypes, we could see that they consolidate certain stereotypes. The respondents stated that they saw a ‘designation’ and meant that by allowing a person to represent a whole group, others within the group may feel designated. The two age groups had similar opinions and we could not determine any major difference based on age. The two age groups did however differ in which subject they discussed most. All respondents expressed how important it was that everyone got a place in the media and that companies have a great responsibility over our social development.

This thesis explores the effects of gender-based leader stereotypes on leader-follower relations in terms of the implications of shared identity between the leader and the followers (team and/or gender). Four experiments assessed followers’ attitudes toward their leaders when the leaders’ genders were under conditions of stereotype threat as compared to advantage (Studies 1 and 2), no-threat (Study 3) or control (Study 4). Experimental conditions were invoked using text-based stereotype manipulations. In Study 1 (where stereotypes favoured male leaders, thus implicitly representing threat for females) and Study 2 (where stereotypes manipulated advantage/threat for both genders), undergraduates in mixed-sex teams rated team leaders’ presentations. In Study 3, undergraduates in single-sex teams (under conditions of stereotype threat or no-threat) predicted their team leader’s performance, indicated leader-follower proximity (leader’s prototypicality, leader identification and collective threat), and reported perceived self-efficacy for leadership. Similar measures were obtained in Study 4, where corporate employees selected an effective leader from their work experience, prior to exposure to stereotype manipulations (threat or control). The student studies had three main findings. First, male leaders benefitted from the ratings of high team identifiers (a) in the context of male advantage/ female stereotype threat and (b) when males were under threat relative to the advantage condition. The benefit of team identification was not evident for female leaders. Second, male leaders benefitted from female followers’ ratings under threat compared to the advantage condition. In contrast, female leaders under stereotype threat were downgraded by female followers relative to advantage or no-threat conditions. Third, stereotype threat negatively affected high team identifiers’ self-efficacy for leadership. In the corporate study, male respondents’ choice of an effective leader was more likely to be a male whereas there was no gender difference in the leaders chosen by female respondents. Drawing on role congruity theory and a social identity framework, the thesis analyses and finds evidence suggesting that stereotype threat as collective threat contributed to followers’ relatively negative attitudes toward female leaders in terms of leader-follower relations.