Trots att Sverige anses vara ett av de ledande länderna inom jämställdhet så har vi en utav de mest könssegregerade arbetsmarknaderna i Europa med en tydlig uppdelning mellan var vi finner en majoritet av män och en majoritet av kvinnor på arbetsmarknaden. I här studien har kvinnor som arbetar i två av de största skogsföretagen i Värmland intervjuats med syftet att undersöka erfarenheter av att ta sig till och arbeta i en mansdominerad sektor för att identifiera faktorer som bidrar till att upprätthålla en könssegregerad arbetsmarknad. Detta görs utifrån frågeställningarna; Vilka faktorer har präglat kvinnors intåg i den mansdominerade branschen? Vilka upplevelser präglar erfarenheten av att vara kvinna i en mansdominerad bransch? Arbetet använder en kvalitativ metod med semistrukturerade intervjuer som insamlingsmaterial. Det teoretiska ramverket utgörs av Berger och Luckmanns (1991) ‘Social construction of reality’, West och Zimmermans (1987) teori om att göra kön samt Kanters (1993) ‘Men and women in the corporation’. Resultatet visar på att deltagarnas resa till skogsindustrin har präglats av familj, uppväxtort och utbildning. I förhållande till vad de har mött när de väl kommit in i industrin så har även individens självbild i relation till bilden av vem som anses passa in i skogsindustrin identifierats som en möjlig påverkansfaktor i kvinnors intåg i skogsindustrin. I resultatet framgår det att deltagarna har en uppfattning av skogsindustrin som välkomnande och tillgänglig för alla typer av människor. Trots det så har en bild av hur man behöver vara för att trivas i skogsindustrin identifieras i materialet. Bilden som målas upp är närmare ett maskulint ideal medan feminina egenskaper läggs fram som mindre fördelaktiga. Deltagarna upplever inte att de har mött någon särbehandling mot dem baserat på deras kön, däremot så framgår det i deltagarnas berättelser om hur det är att vara kvinna i en mansdominerad industri att det finns erfarenheter där de möts av motstånd, ifrågasättanden och press på att anpassa sig efter det rådande idealet. Avslutningsvis identifieras dessutom ett mönster av att kvinnor följer andra kvinnor inom organisationen, något som läggs fram som kan agera både som ett hinder och en språngbräda för kvinnor i organisationerna. Sammantaget antyder resultatet att gamla värderingar fortfarande lever kvar i organisationen och riskerar att producera och reproducera könssegregationen på arbetsmarknaden samtidigt som deltagarna själva inte delar den uppfattningen. / Despite being considered one of the leading countries in gender equality, Sweden has one of the most gender-segregated labour markets in Europe, with a clear division between where a majority of men and a majority of women are found in the workforce. This study interviewed women working in two of the largest forestry companies in Värmland, with the aim of investigating their experiences of entering and working in a male-dominated sector, in order to shed light on factors that contribute to maintaining a gender-segregated labour market. The research questions addressed in this study are: What factors have influenced women's entry into the forest industry and what shapes the experience of being a woman in the forest industry? The study employs a qualitative method using semi-structured interviews as the data collection material. The theoretical framework is based on Berger and Luckmann's (1991) "Social Construction of Reality," West and Zimmerman's (1987) theory of "doing gender," and Kanter's (1993) "Men and Women in the Corporation". The results indicate that participants' journey into the forestry industry has been influenced by family, place of upbringing and education. In addition to the factors encountered upon entering the industry, the individual's self-image in relation to the perception of what kind of person fits into the forestry industry has also been identified as a possible influencing factor in women's entry into the industry. The results reveal that participants perceive the forestry industry as welcoming and accessible to all types of people. However, a certain image of what it takes to thrive in the industry is presented in the material. The image portrayed is closer to a masculine ideal, while feminine qualities are presented as less advantageous. Participants do not perceive any differential treatment based on their gender; however, their narratives about being a woman in a male-dominated industry highlight experiences of encountering resistance, questioning, and pressure to conform to the prevailing ideals. Furthermore, a pattern is identified where women follow other women within the organization, which is presented as both a barrier and a stepping stone for women in these organizations. In summary, the results suggest that old values still persist within the organization and risk perpetuating gender segregation in the labour market, despite the participants themselves not necessarily sharing that perception.

本研究從女性主義理論角度出發，主要研究目的在探討現今國中教師在教學互動過程裡，是否展現出性別角色刻板化態度？他們的態度否因其人口特質（如：性別、年齡、省籍、婚姻狀況）、師資培育訓練歷程、教學及行政經驗的不同而產生差異？上述的因素是如何影響教師的兩性平等教育意識（包括教學平權態度、教學性別區隔、女性主義理念）？ 本研究係採用研究者自行編製的問卷作為研究工具，研究範圍則限台北市及台北縣國民中學，從研究者個人網絡選擇受訪者，再由受訪者代替研究者於授課學校進行隨機抽樣調查，總計有效樣本為401份。樣本資料經檢核登錄後，研究者以SAS統計分析軟體進行資料分析。 研究結果及主要發現如下： 一、男老師仍然掌控學校行政事權，女老師不僅較少參與行政工作，也因為傳統性別角色的影響（包括：母職及傳統女性角色的壓抑），她們的行政意願普遍低落。 二、教師的教學態度仍深為性別刻板角色所左右，包括教師仍強調複製兩性特質的教育功能及女性的母職角色。 三、教師仍容易以〝性別〞作為評估與詮釋學生行為的必然標準，．此外〝性別〞也是教師在控制學生及教室管理的重要方式；男教師的教學態度明額較不平權。 四、多數教師贊成教育機會平等，但對於〝女性主義教育理念〞（給予女性更多的教育資源以扭轉其弱勢地位）接受度低。 五、教師對於教職〝性別形象〞（女性化）的重視大過於〝專業能力〞；女教師的教職女性化刻板觀念較深。 六、性別社會化是影響教師〝性別角色刻板化〞及〝兩性教育平等意識〞的主因，女教師對於傳統性別角色的反省與兩性平權教育的思考均比男老師積極。 七、中壯年（40歲以上）教師不僅有明顯的性別偏見，他們對兩性教育的態度也較不平權；自然學科的教師也較贊同〝教育性別區隔〞，這表示他們在判斷學生的學習成就及傾向時，會有〝性別〞的預設立場；教學年數愈長的老師其性別角色的刻板化程度也愈高，他們也較贊同教育應有性別區隔。顯示教育的〝量〞（學習多久）對於個人性別平等意識的影響不如〝質〞（學習內容）來的重要。

This case study examined how a group of young girls at a secondary school in northern England made sense of their participation in a gender specific vocational education initiative designed to encourage female interest in skilled trade education and professions. The investigation consists of a qualitative case study that included ‘practical’ and historical components. On the practical side, the study looked at a gender specific initiative (girls only) aimed at Year 9 students (12-14 years old) at Garden Road Community and Technology School. The one-day sessions were held at local area colleges or vocational education and training (VET) training facilities and covered skilled trade fields that are traditionally male-dominated (e.g. automotive, construction and engineering). My methodology for the study consisted of two data sources, interviews and a review of public VET policy-related documents. The data was gathered using two methods, with individual and group interviews as the primary one, and public VET policy-related document analysis as the secondary one. In total, 13 current, 2 former and an additional 2 formerly registered (now graduates who decided to pursue non-traditional vocational education and professions) students at the school were interviewed. Beside former and current students, interviews were conducted with 2 instructors and 1 senior administrator at the school. The selection of government policy-related documents covered 2002 to 2011. The study is framed by a feminist informed genealogy that invokes Foucault’s (1990) notion of ‘biopower’ and Pillow’s (2003) notion of the ‘gendered body.’ Meanwhile, Ted Aoki’s (2003) concepts of curriculum-as-plan and curricula-as-lived are used to analyze and discuss the review of UK government policy-related documents and participant narratives. The theme-based presentation of student narratives centred on the girls’ understanding and experience of: the session process and content; gender; non-traditional VET as educational and occupational options; and the impact of the sessions on their educational and professional choices. The student narratives suggest several things that relate to their understanding of gender and non-traditional VET. First, the sessions proved to be both interesting and informative and students expressed an interest in taking part in more (and) varied gender-specific sessions. Second, traditional constructions of gender and gendered behavior are commonly used in job-related discourse as evidenced by the use of the terms ‘boys jobs’ and ‘girls jobs’ among the students. In addition, students had limited opportunities for exposure to non-traditional VET education and professions; and what knowledge they do have is generally dependent upon family knowledge and experience in the area. From a document review standpoint, the findings show that government commitment in terms of interest and financial backing for VET has been inconsistent. Resultantly, schools are left to identify and maintain a range of community-based partnerships that may not always see gender segregation in VET as a major concern. The significance of this study rests in the presentation of the girls’ ‘lived curriculum’ and ‘gendered’ experiences as points that can offer insight into what transpires within vocational education initiatives and settings. Furthermore, from a feminist perspective the research also highlights the continued need to work with schools on how gender is presented, discussed and understood among students. Failure to consider the gendered nature of discourse about education and professional options that takes place within school and class settings limits students’ perspectives about what is available and possible.

This case study examined how a group of young girls at a secondary school in northern England made sense of their participation in a gender specific vocational education initiative designed to encourage female interest in skilled trade education and professions. The investigation consists of a qualitative case study that included ‘practical’ and historical components. On the practical side, the study looked at a gender specific initiative (girls only) aimed at Year 9 students (12-14 years old) at Garden Road Community and Technology School. The one-day sessions were held at local area colleges or vocational education and training (VET) training facilities and covered skilled trade fields that are traditionally male-dominated (e.g. automotive, construction and engineering). My methodology for the study consisted of two data sources, interviews and a review of public VET policy-related documents. The data was gathered using two methods, with individual and group interviews as the primary one, and public VET policy-related document analysis as the secondary one. In total, 13 current, 2 former and an additional 2 formerly registered (now graduates who decided to pursue non-traditional vocational education and professions) students at the school were interviewed. Beside former and current students, interviews were conducted with 2 instructors and 1 senior administrator at the school. The selection of government policy-related documents covered 2002 to 2011. The study is framed by a feminist informed genealogy that invokes Foucault’s (1990) notion of ‘biopower’ and Pillow’s (2003) notion of the ‘gendered body.’ Meanwhile, Ted Aoki’s (2003) concepts of curriculum-as-plan and curricula-as-lived are used to analyze and discuss the review of UK government policy-related documents and participant narratives. The theme-based presentation of student narratives centred on the girls’ understanding and experience of: the session process and content; gender; non-traditional VET as educational and occupational options; and the impact of the sessions on their educational and professional choices. The student narratives suggest several things that relate to their understanding of gender and non-traditional VET. First, the sessions proved to be both interesting and informative and students expressed an interest in taking part in more (and) varied gender-specific sessions. Second, traditional constructions of gender and gendered behavior are commonly used in job-related discourse as evidenced by the use of the terms ‘boys jobs’ and ‘girls jobs’ among the students. In addition, students had limited opportunities for exposure to non-traditional VET education and professions; and what knowledge they do have is generally dependent upon family knowledge and experience in the area. From a document review standpoint, the findings show that government commitment in terms of interest and financial backing for VET has been inconsistent. Resultantly, schools are left to identify and maintain a range of community-based partnerships that may not always see gender segregation in VET as a major concern. The significance of this study rests in the presentation of the girls’ ‘lived curriculum’ and ‘gendered’ experiences as points that can offer insight into what transpires within vocational education initiatives and settings. Furthermore, from a feminist perspective the research also highlights the continued need to work with schools on how gender is presented, discussed and understood among students. Failure to consider the gendered nature of discourse about education and professional options that takes place within school and class settings limits students’ perspectives about what is available and possible.

This dissertation is a case study of Česká spořitelna, a. s. It shows the significance of gender audit by asserting equal opportunities for women and men. The theoretical part introduces how gender equality could be asserted and also summarizes how the concept has (not) been practically fulfilled (particularly in the area of labour market). It emphasizes the gender audit as one of the possible tools of change when asserting the gender equality. The empirical part of this dissertation is investigating the significance of gender audit for asserting the equal opportunities in Česká spořitelna, a. s. Therefore it analyzes a final report of the first gender audit and compares its design with another final report that came out of the second implemented gender audit. It also analyzes the processes the company adopted after the first gender audit to promote the equal opportunities for women and men. The impacts and the efficiency of the measures (either proposed or implemented) are analyzed critically with regard to their influence on the gender equality.

No description available.

Diese Studie erkundet den Zusammenhang von Gender und Bilderpraktiken in Sanaa vor dem Hintergrund der globalen Zirkulation von Bildern. Von Geschlechtersegregation gekennzeichnet und an der Peripherie globaler Bilderproduktion liegend, bietet sich der Jemen für die Erforschung des Spannungsfelds von Bildern und Gender an. Betrachtet wird insbesondere, wie Jemenitinnen öffentliche Bilder entschleierter Frauen auf eigene Vorstellungen von Sittsamkeit und Unsichtbarkeit beziehen und wie öffentliches Erscheinen von Frauen verhandelt wird. Ein filmischer Zugang führt zur Betrachtung der performativen Dimension von Bildern. Gefilmte Mikrosituationen werden nach einem hermeneutischen Verfahren interpretiert, das sich am Prozess-, Interaktions- und Diskursverlauf der gefilmten sozialen Praxis orientiert. Sprache wird kontextualisiert und zu Bildern in Bezug gesetzt. Befunde zur Rolle des Umgangs mit Bildern bei der Geschlechterkonstitution offenbaren drei zentrale Themen. Erstens sind Bilderpraktiken von Frauen dynamische und konflikthafte Prozesse, in denen Frauen genderspezifische Räume und Rollen aushandeln. So werden beispielsweise jemenitische Frauen, die im Fernsehen erscheinen, dem Anderen zugeordnet, visuelle Elemente öffentlicher Bilder von Frauen werden heruntergespielt. Zweitens gefährden Bilder die Geschlechtersegregation. Indem das Verbot für Frauen, sich zu sehen zu geben, auch Bilder umfasst, wird das subversive und transgressive Potenzial von Bilderpraktiken deutlich. Es wird deutlich, dass sich hinter früheren wissenschaftlichen Befunden zum islamischen Bilderverbot teilweise genderbezogene Blickverbote verbergen. Drittens folgt die Suche jemenitischer Frauen nach dem eigenen Bild einer Dialektik von Sichtbarkeit und Unsichtbarkeit, denn oft erreichen Frauen öffentliche Sichtbarkeit durch die Repräsentation von Unsichtbarkeit. Diese Ergebnisse verdeutlichen die Notwendigkeit performativer Ansätze bei der Erforschung von Bildern und Medienpraxen. / This ethnographic study explores the intersection of gender and image usage in Sanaa, Yemen, against the background of the global circulation of images. Yemen is a gender-segregated society at the periphery of image production and provides a powerful context in which the phenomena of this intersectionality can be captured and analyzed. Of particular relevance is the means by which Yemeni women relate public images of unveiled women to their requirement of modesty in front of men outside their close families. Within this setting, the negotiation of women’s public appearance is studied. A filmic approach leads to a consideration of the performative dimensions of images. Filmed micro-situations are interpreted according to a hermeneutic method, informed by the procedural, interactive and discursive aspects of social practice. Using this methodology, spoken language is contextualized and related to image practices. Findings on the role of image practices in gender constitution concern three main themes. First, image practices are found to be dynamic and conflictual as gender-specific social spaces and roles are negotiated. For example, Yemeni women who appear on TV are often attributed to the Other, and on the level of language, visual elements of public images of women are downplayed. Second, images pose challenges for gender segregation. As prohibitions on women allowing themselves to be seen in person extend to their images, the subversive and transgressive potential of image practices become apparent. Interestingly, this reveals that some prohibitions on images in the Islamic context discussed by previous researchers are in fact gendered restrictions on looking at women. Finally, the search of Yemeni women for an image of self follows a dialectic between visibility and invisibility. Often those women who reach public visibility do so by representing invisibility. This work demonstrates the need for performative approaches to the study of images and media practices.

The diploma thesis deals with problems of employment and unemployment policy from the special point of view: the use of equal opportunity of men and women (gender equality) in the Czech Republic, Germany and the European Union. The theoretical part describes employment, unemployment, promotion of women and men at employment market from the gender point of view, and discriminatory differences in the field of financial evaluation of men and women for the same amount and kind of work. The practical part gives the comparison of the employment policy from the gender perspective (rate of employment and unemployment of men and women) on the basis of statistical information of the member states of the European Union {--} the Czech Republic and Germany. The main goal of this work is to show and emphasize the fact, that some aspects of discrimination in the field of gender relationships at work and in private life still exist even in the present modern society. It depends on all of us mainly, in which way and direction these problems of gender equality will develop in the society in future.