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This thesis examines how and why young female athletes participate in the competitive organized sport of softball. Based on participant observation and interviews with coaches and players of Team Z, this study examines how parents and coaches influence females to participate in athletics through incentives and punishments. This thesis also examines the cultural assumptions about work that organized sports introduce to female athletes. Furthermore, the study discusses how parents and competitive sports organizations perpetuate the existence of male domination in sports and in society more generally.

This study explores the influence of religion on gender roles in marriage. Past research indicates that previous theories of marital power have ignored couples' own conceptualizations and have relied on taken for granted assumptions. Thirty-two religious couples (from Christian, Jewish, and Muslim faiths) were interviewed regarding their gender roles. Grounded-theory qualitative analyses were conducted for couples' perceptions of religious influence on gender roles, the development of their gender practice, and their operationalization of marital power. Results are reported according to couples' discussion of role organization, role design, and outcomes. Valuing gender differences moderated religious impact on couples' role development and power balance. Traditional couples indicated that gender differences were important to them and that religion was a major factor in their role organization. Non-traditional couples were more likely to see religion as oppressive to women and report that marital roles were equitable because they were not determined by gender.

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The aim of this study was to examine the depiction of female versus male antagonists. A semiotic qualitative analysis was used to execute this with a gender perspective in order to analyze the societal structures that may be reflected in the characters in the form of stereotypical gender roles. And the reason behind this.   Villains have mainly existed to drive the hero's narrative forward, until now. Recently they have excelled to become a big part of modern cinema. Despite the fact that villains are taking up more space in Hollywood, we hardly see an increase of studies in this area. This study focuses on the two antagonists Amy Dunne (Gone Girl, Fincher, 2014) and The Joker (The Dark Knight, Nolan, 2008). We have selected these characters from a gender perspective because we presume that they both are complex characters in the sense of gender roles and stereotypes. They have identities that challenge the traditional view of what is masculine and feminine, at the same time as they both have normative traits. One of the reasons we chose antagonists is because they are the character that drives the narrative forward.   Our main findings are that both characters mainly show masculine traits and show similar specific traits. They also show femininity, something that often relates to the sympathy of the character. We found a correlation between Amy’s masculine traits and her evil actions. This was not as prominent with The Joker. We see some traits that differ. Amy uses her sexuality as a weapon against men. Amy is also portrayed as weak in several scenes, while The Joker always remains in control.

Detta examensarbete undersöker representationen av kön och könsroller i engelska läroböcker. Målet är att få en bild av hur kvinnor och män beskrivs i böckerna, och i vilken utsträckning de visar jämställdhet mellan könen. Studien innefattar en undersökning av sex läroböcker, av vilka två publicerades under 1970-talet. För att ge en tydligare bild av vår undersökning är tidigare forskning angående könsrelaterade problem och läromedel integrerad i texten. Resultaten visar att det finns en obalans mellan antalet kvinnliga och manliga protagonister, att manliga författare är överrepresenterade och att de kvinnliga karaktärerna oftast har ett stereotypisk yrke eller inget alls. Detta examensarbete kommer att visa att de utvalda engelska läroböckerna inte lever upp till de kraven som ställs i styrdokumenten. Avslutningsvis innehåller detta examensarbete några praktiska idéer om hur man kan arbeta med könsrelaterade problem i klassrummet. / This dissertation investigates the representation of gender and gender roles in English textbooks. The aim is to see how women and men are described and to what extent the textbooks show equality between the sexes. The study comprises the examination of six textbooks, two of which were published in the 1970s. Previous research concerning gender issues and textbooks is integrated to give a clearer picture of our investigation. The results show that there is an imbalance in the number of female protagonists, an over-representation of male authors and that occupations for female characters are mainly stereotypical or non-existent. This dissertation will show that the textbooks selected do not live up to the requirements in the policy documents. Finally, the dissertation contains some practical ideas on how to work with gender issues in the classroom.

Syftet med studien var att undersöka hur genus tar sig uttryck under skolidrotten och hur maktrelationen/dominansförhållandet kan se ut mellan pojkar och flickor. För att vi skulle kunna svara på vårt syfte använde vi oss av följande frågeställning: Är det så att pojkar tenderar att dominera under samundervisning i idrott och hälsa i årskurs 9 och hur uttrycker i så fall sig denna dominans? Vi valde att använda oss utav en kvalitativ icke deltagande (känd) observationsmetod där vi observerade fyra niondeklasser under två idrottslektioner vardera på en skola i Malmö. Uppsatsens teoriram bygger på Yvonne Hirdmans genusteori, genuskontrakt och genussystem där det är mannen som är kontraktsskrivare och utgör normen. Resultatet i vår undersökning visar att pojkar är tävlingsinriktade, aktiva, högljudda samt att de visar på en stor tilltro till den egna idrottsliga förmågan men en misstro till flickors förmåga. Som kontrast vill flickorna ha ordning och reda, är ibland självmant passiva men oftast är passiviteten påtvingad samt att de har en misstro till den egna idrottsliga förmågan och en tilltro till pojkars förmåga. Det är också väldigt tydligt att det råder en stark könsrollsuppdelning under idrottslektionerna där både pojkarna och flickorna är medvetna om vad som uppfattas som maskulint och feminint. Inte minst syns detta då ingen anammar de egenskaper, attribut och beteende som under skolidrotten skapats och blivit synonymt med det andra könet. Det är pojkarna som dikterar och dominerar under skolidrotten där flickorna, som låter sig styras, ger legitimitet till pojkarnas dominans då de inte utmanar det genuskontrakt som existerar. / The purpose of this essay is to examine how gender is expressed during physical education in order to determine which gender is the more dominant in this environment. To help clarify the goals of the essay the following questions were proposed: “Do boy’s behavior dominate over girls behavioral traits during physical education in year nine? If so, where is this domination apparent?” A qualitative, non-participating known observation method was used to observe four classes in year nine during two lessons each in a school in Malmö. The essay is founded on Yvonne Hirdmans gender theory, gender contract and gender system where it is the male that is the contract writer and also the norm. The results of the essay show boys are more competitive, active and louder, showing a greater belief in their own athletic ability with a significantly lower belief in girl’s athletic ability. Although girls were seen as more orderly and demanded a higher degree of organization, girls put more belief in the boy’s athletic ability than themselves. Girls tend to be more passive during play which can be attributed to one of two reasons: forced passiveness from the boys domination or a voluntary passive state. It is also very clear that there is a strong gender divide during physical education, and both boys and girls are aware of what is understood as masculine and feminine. It is the boys that dictate and dominate during physical education and the girls who let them control the environment through not challenging the gender contract that exists.

Men are bombarded with contradictory masculine imagery in the media. The perfect man must be aggressive but not violent, sensitive but not emotional, healthy, active and smart without being an idealist, overachiever or too bookish. Heterocentric male focused lifestyle magazines rival women’s magazines in number and availability. Some men look to these images as a tool by which to gauge their masculinity and learn their social role performance. This inquiry includes a content analysis of four major men's lifestyle magazines over a 12-month period in which four new masculinities: certitude, irony, new sexism and double voicing were critiqued. Elements of costume, nonverbal expressions and activity level in the photographs of men and women were examined. The findings indicate that Maxim and Stuff were deluged with displays of certitude of gender roles, irony, "new sexism" and double voicing. Playboy had a high level of gender certitude, marginal levels of new sexism and irony and low levels of double voicing. Lastly, GQ had relatively high levels of gender certitude but it had very low levels of the other masculinities.

Invandringen till Sverige har ökat under de senaste 10 åren. År 2017 anlände cirka 158 000 personer med syrisk bakgrund till Sverige (Sköld 2017). När en individ flyttar till ett nytt samhälle, kan de möta en annan genusordning. Denna förändring kan leda till förändringar i individers genus- och familjeroller i förhållande till hushållsarbete, barnomsorg och lönearbete. Syftet med denna kvalitativa studie var att förstå invandrade kvinnors upplevelse av förändring och kontinuitet i sina genus- och familjeroller under tiden i Sverige jämfört med tiden i hemlandet, i förhållande till hushållsarbete, förvärvsarbete och barnomsorg. Studien genomfördes med en socialpsykologisk ansats och utgick från teorier om genussystem, genusnormer, stigma samt strukturell rollteori. Fem semistrukturerade intervjuer genomfördes med invandrade kvinnor från Syrien. Resultaten visar att kvinnorna upplever både förändring och kontinuitet i sina genus- och familjeroller. De traditionella rollerna i förhållande till hushållsarbete, förvärvsarbete och barnomsorg står kvar, men nya roller läggs till. De nya rollerna och de höga kraven som förväntas av kvinnorna påverkar deras familjestruktur. Att ändra kvinnans genusroll kan leda till negativ respons från hennes partner, medan de nya rollerna ställer högre krav och gör det svårt för kvinnorna att balansera mellan samhälls- och familjekrav. / Immigration to Sweden has increased over the past 10 years. In 2017, approximately 158,000 people with Syrian background arrived in Sweden (Sköld 2017). Upon immigration, the individual encounters a new society with a different gender order. Moving to another community can lead to changes in one's gender- and family relationships in relation to housework, childcare and paid work. The purpose of this qualitative study was to understand immigrant women's experience of change and continuity in their gender- and family roles during the time in Sweden compared to the time in the home country in relation to household work, paid work and child care.With a social psychological approach, this study was carried out based on theories of gender order, gender norms, stigma and structural role theory. The survey contains five semi-structured interviews with immigrant women from Syria. The results show that women experience both change and continuity in their gender and family roles. The results show that the traditional role in relation to housework, paid work and childcare remains, but new roles are added. The new roles and the high demands expected of the women affect their family structure. Changing the woman's gender role can lead to a negative response from her husband, while the new role places higher demands, which makes it difficult for women to balance the demands of society and the family.

In this thesis I have made a qualitative study among educators. The purpose of this essay was to investigate the variation in educators' perceptions of the concept of gender, as well as how they describe how their perceptions can, or does, affect the educators in their work. The focus has been on pedagogues in primary schools and associated leisure centers. The empirical material was collected through a web survey that was sent out to five different elementary schools in Orebro through the respective school management. The theoretical section formed a basis for the coding. Thematic analysis was used to analyze collected data. The analysis method enabled a comparison of differences and similarities in the educators' descriptions. The analysis showed that the educators did not share a unified view of what gender is. In the empirical material, three different perceptions of the concept of gender could be thematized. Gender was interpreted as a consequence of biological sex, as an expression to show society's ideas about gender and as a way for the environment to interpret an individual's gender affiliation. Based on their perceptions of gender, some of the educators emphasized that they adapted their pedagogy to the gender differences they perceived to exist, while others emphasized that they tried to counter gender norms and gendered ideas by adapting their language and inviting students to discuss gender aspects. When the educators were asked about the continuing education regarding gender in the workplace, the results showed that this was experienced in very varied ways. Many educators emphasized that gender issues were not something that was emphasized during education days, but that the focus often ended up being equal treatment of the school's students. Others pointed out that gender issues are raised in several contexts. In conclusion, the results revealed different levels of awareness and commitment among educators in relation to gender, highlighting the existing challenges and opportunities for promoting gender equality in educational settings.