Despite advances made during the women's movement, gender inequality is a problem for women seeking leadership opportunities within the U.S. Defense Industry today. The purpose of this phenomenological study was to understand the perceptions of civilian females who had experienced gender inequality obstacles in their professional advancement opportunities within the U.S. Defense Industry. The mommy track framework, defined as the family/work imbalance; the gatekeeper framework; and the institutional sexism framework were used to guide this study. The research questions focused on how these women perceived both internal and external barriers to their professional advancement in the U.S. Defense Industry. A criterion sample of 18 civilian females who worked within the defense industry was interviewed. Data analysis included coding, categorizing, and analyzing themes. The resulting 5 themes were worker bee, traditional mentality/transitional workforce, education/training/network, traditional organizational culture, and fighting back. The findings also identified that gender inequality is apparent, women limit their potential growth, Queen Bees sting Wanna-Bees, and traditional organizational cultures maintain the status quo as the norm and enforce gendered stereotypes. The study leads to positive social change by raising awareness to policy-makers, educators, and women that can help set an agenda to overcome gender inequality.

Syftet med arbetet är att undersöka hur perspektivet på genus reproduceras i barnböcker utifrån hur bilderböckernas karaktärer framställs i text och bild. Vilka konsekvenser detta kan få i förskolans arbete med att bryta stereotypa könsmönster och roller. De fem mest utlånade bilderböcker i åldern 3-6 år valdes ut i Karlskrona kommuns alla bibliotek. Genom en bild- och textanalys har en tolkning gjorts utifrån ett analysschema med stereotypiskt kvinnliga respektive manliga egenskaper, attribut och aktiviteter. I resultatet framkommer att de fem analyserade barnböckerna indikera på en förbättad könsfördelningen mellan kvinnliga och manliga karaktärer. Både gällande böckernas bild och text, men samtidigt en fortsatt stereotyp bild av genus.

This study focuses on gender representation and stereotypes in Swedish EFL coursebooks. The aim is to investigate how men and women are described and depicted in texts to examine the occurrence of gender stereotypes and to what degree equal gender representation in images occurs in Swedish EFL coursebooks aimed at the English 5 course in upper secondary school. The theoretical frameworks consist of the concepts of performativity and heteronormativity, which derive from gender and queer theory. The method used is content analysis in combination with a qualitative approach with quantitative elements, and the material consists of three coursebooks: Blueprint A (2007), Progress Gold A (2007) and Pick & Mix 1 (2013). The results show that all three coursebooks confirm gender stereotypes to a great extent and contain unequal gender representation in the images. The coursebooks highlight and refute gender stereotypes to a lower and varying degree. The concept of performativity showcases that the coursebooks maintain the social constructions of what it means to be a woman or a man. Furthermore, through the perspective of heteronormativity, it is evident that men should be masculine, and women should be feminine. The coursebooks manifest that those who do not conform to these social roles are subjected to derogatory treatment, and those who follow the norms hold more power. The implications of the study could be that teachers should use coursebooks with consideration and carefulness to highlight and discuss underlying societal issues connected to gender inequality and gender stereotypes rather than uphold them.

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Este estudio analiza la femvertising, la reciente estrategia publicitaria que emite mensajes de empoderamiento a la mujer e igualdad de género, y su relación con el efecto de la tercera persona, que indica que las personas tienden a percibir a los demás (ellos) como más influenciados por los medios de comunicación que sí mismos (yo). Es un estudio cualitativo cuyo diseño es el estudio de caso, donde se analizó la campaña del BCP: “#NoMeDigasFelizDía” lanzada en el Día Internacional de la Mujer (2019). Se realizó entrevistas semiestructuradas a 15 mujeres trabajadoras del emporio de Gamarra de 25 a 52 años. Como resultado, la femvertising logra construir igualdad de género en las mujeres del emporio comercial de Gamarra mediante los mensajes expuestos en sus anuncios, los cuales muestran las desigualdades de género y formas de empoderamiento de la mujer, eliminando los estereotipos típicos femeninos, pero que no necesariamente se dan por el efecto de la tercera persona. / This study analyzes femvertising, the recent advertising strategy that issues messages of empowerment to women and gender equality, and its relationship with the third-person effect, which indicates that people tend to perceive others (they) as more influenced by the media than themselves (me). It is a qualitative study whose design is the case study, where the BCP campaign was analyzed: "#NoMeDigasFelizDía" launched on International Women's Day (2019). Semi-structured interviews were conducted with 15 women workers from the Gamarra emporium from 25 to 52 years. As a result, femvertising manages to build gender equality in the women of the commercial empire of Gamarra through the messages exposed in their advertisements, which show gender inequalities and forms of empowerment of women, eliminating the typical stereotypes of women but that is not necessarily given by the third-person effect. / Tesis

Abstract Gender inequality is considered an issue in many countries and gender roles could play an important role in this. Specifically, gender stereotypes suggest that STEM (i.e., science, technology, engineering, and mathematics) is more seen as “male” and HEED (i.e., health care, elementary education, domestic functions) is more seen as “female”. However, research that examines these attitudes between students who study in the STEM or HEED field is lacking. Moreover, explicit and implicit attitudes have not been compared much between these two groups. Therefore, this study examines if there is a difference between students from STEM and HEED fields in their attitudes when it comes to males’ and females’ ability and suitability to study and work within in the STEM and HEED field. Fifty-tree students completed a self-report questionnaire on their attitudes, and completed an Implicit Association Task (IAT). Results showed no differences in implicit or HEED-is-female attitudes, but STEM field students had weaker STEM-is-male attitudes than HEED field students. Also, men held stronger STEM-is-male attitudes, but several analyses were inconclusive, likely because of the small number of HEED students. Overall, participants did not seem to hold gender prejudices relating to field of study.             Keywords: implicit attitudes, explicit attitudes, gender stereotypes, STEM, HEED / Sammanfattning Ojämlikhet mellan könen anses vara ett problem i många länder, och könsroller kan spela en viktig roll. Det finns stereotypa föreställningar om att STEM (dvs. vetenskap, teknik, ingenjörsvetenskap och matematik) är mer "manligt", medan HEED (dvs. hälsovård, grundläggande utbildning och hushållsvetenskap) betraktas som "kvinnligt". Det saknas dock forskning om sådana attityder mellan studenter som studerar inom STEM- eller HEED-området. Dessutom har explicita och implicita attityder inte jämförts särskilt mycket mellan dessa två grupper. Denna studie undersöker därför om det finns en skillnad mellan studenter från STEM- och HEED-områden när det gäller mäns och kvinnors förmåga och lämplighet att studera inom STEM- och HEED-området. Femtiotre studenter fyllde i ett självskattningsformulär om sina attityder och genomförde en Implicit Association Task (IAT). Resultaten visade inga skillnader i implicita eller HEED-är-kvinnligt attityder, men STEM-fältstudenter hade svagare STEM-är-manligt attityder än HEED-fältstudenter. Männen hade också starkare STEM-är-manligt-attityder, men flera analyser var inte entydiga, sannolikt på grund av det lilla antalet HEED-studenter. På det hela taget verkade deltagarna inte ha några könsfördomar i förhållande till studieområdet Nyckelord: implicita attityder, explicita attityder, könsstereotyper, STEM, HEED

This research overview describes the potential of children’s literature in English and how it can be used in teaching for grades 1 to 3, including preschool, to make students aware of gender norms and gender stereotypes. This topic is important due to the Swedish school's value-based mission. One way that the teacher can pursue this mission is through children's literature. The teacher selects which literature they use in the classroom and can therefore control the gender norms mediated in the books. In order to provide a backdrop for the two research questions the background chapter describes the history and role of children's literature and how gender norms are mediated through children’s books. Different concepts such as children's literature, gender and norms are described to provide a theoretical basis and answer the research questions. The research overview answers the two research questions about how teachers work with children's literature and the potential affordances of children's literature to make students aware of gender norms and gender stereotypes. The discussion first describes the research overview’s patterns and then discusses the advantages and disadvantages of the methods. The discussion also describes appropriate methods for grades 1 to 3, including preschool, in an EFL and ESL context. This research overview concludes that more research is needed on how children's books are used and can be used in EFL or ESL contexts to make students aware of gender norms and gender stereotypes.

Данная дипломная работа ставит своей целью изучение гендерного неравноправия в профессиональной сфере. / The purpose of this thesis is to study gender inequality in the professional sphere.

This thesis provides a discussion of the use of sex(ism) in advertisement and its implications for gender roles and values, with a focus on women’s status in society. We argue that women are being objectified and still considered second class citizens, even in such a gender equality forward country as Sweden. The harm of using sex(ism) in the advertising industry is shown by how it strongly implements and perpetuates antiquated gender stereotypes upon society. This limits women’s options in many regards, such as when it comes to career opportunities, and self-development as your own entity. It is through a critical understanding of the role advertising has on society, and vice versa, that comprehension of the issue and how to move forward towards a more gender equal society can be accomplished.

This qualitative study highlights young women's own experiences and how gender roles, gender stereotypes and gender differences affect them in their workplace. This study includes 8 women respondents' own experiences, but also how they have been affected in their workplace. In this study, we have limited ourselves to women aged 25-30 who work in larger cities in Sweden. This study has been analyzed using a qualitative method, with a hermeneutic analysis. Scientific articles have also been a background for analysis of the results of interviews. Theories and concepts such as norms, habitus, sex and gender, have been an asset for a sociological analysis of the results. These theories and concepts explain how the respondents' own experiences about gender roles, gender stereotypes and gender differences has affected them in their workplace. Therefore this study is only a study that explains individual perceptions and not the objective truth. The analysis of the results in this study display how young women have been affected by both gender roles, gender stereotypes and gender differences in their workplace. The study reveals how they apprehend themselves according to how norms have been created based on their gender, and hence formed gender roles in their workplace but also in society. / Följande kvalitativ studie belyser unga kvinnors egna erfarenheter av hur könsroller, könsstereotyper och könsskillnader påverkar dem på deras arbetsplats. I studien ingår 8 kvinnliga respondenternas egna erfarenheter av hur de har påverkats på deras arbetsplats. Studien har avgränsats till kvinnor i åldern 25-30 år som arbetar i större städer i Sverige. Studien har analyserats med hjälp av en kvalitativ metod som innefattar en hermeneutisk analys. Vetenskapliga artiklar har också varit en bakgrund för analys av resultaten och intervjuer. Teorier och begrepp som normer, habitus, kön och genus har varit en tillgång för den sociologiska analysen av resultaten. Samtliga teorier och begrepp förklarar hur respondenternas egna erfarenheter om könsroller, könsstereotyper och könsskillnader har påverkat dem på deras arbetsplats. Studien förklarar endast individuella uppfattningar och inte en objektiv sanning. Analysen av resultaten i studien visar hur unga kvinnor har påverkats av både könsroller, könsstereotyper och könsskillnader på sin arbetsplats. Studien belyser hur respondenterna upplever sig själva utifrån hur normer har skapats utifrån deras kön och därmed bildat könsroller på sin arbetsplats men också i samhället.