Idag lever vi i ett samhälle där vissa yrken och branscher av tradition betraktas som maskulina respektive feminina. En bransch som idag är tydligt maskulint kodad och manligt dominerad är den svenska skogsbranschen. För att förändra den maskulint kodade yrkeskulturen har föreningen NYKS, Nätverket för yrkesverksamma kvinnor och icke-binära i skogsbranschen bildats.  Syftet med följande uppsats är att undersöka hur NYKS-nätverket arbetar med att förändra den maskulint kodade yrkeskulturen inom skogsbranschen. Utifrån syftet har två frågeställningar skapats. De handlar om vilka upplevda föreställningar om yrkeskulturens genusordning inom skogsbranschen som NYKS-medlemmarna försöker förändra och om vilka yrkesidentiteter NYKS-nätverkets medlemmar konstruerar. NYKS reformarbete av yrkeskulturen betraktas teoretiskt som en pedagogisk process vilket syftar till att skapa medvetenhet om orättvisor och hinder samt forma nya identiteter och därigenom förändra yrkeskulturer. Genom semistrukturerade intervjuer med nätverkets medlemmar dras, efter kodning och tematisering av intervjuerna, slutsatserna att de har tydliga kulturella föreställningar om både kvinnor och män i branschen, vilka sätter den rådande genusordningen. De upplever att det får konsekvenser att sticka ut från normen och att mannen är norm. Efter att NYKS bildades har det dock börjat ske en förändring enligt medlemmarna. Förändringsarbetet som NYKS arbetar med sker genom att på olika sätt sprida deras tolkning av genusordningen där män och kvinnor har olika förutsättningar. Förändringen sker från gräsrotsnivå där bland annat språket är en viktig del för att både beskriva och ifrågasätta den nuvarande genusordningen. Ytterligare en slutsats är att NYKSnätverkets medlemmar förändrar sina yrkesidentiteter efter att ha blivit medvetna om strukturer och fått nya kunskaper genom fysiska och digitala träffar vilka har medfört ett transformativt lärande. Nätverkets medlemmar har nu format sin identitet utifrån ett systerskap och därigenom har även medlemmarnas yrkesidentitet blivit en könsidentitet. Tidigare forskning om genus och yrkeskultur har visat hur genusordningar reproduceras i olika branscher, där mannen blir norm. Däremot finns jämförelsevis lite kunskap om hur detta förändras och ifrågasätts.  Denna uppsats bidrar till kunskapen om hur genusordningar ifrågasätts och förändras genom att studera hur intresseföreningen NYKS bedriver reformarbete inom skogsbranschen. / Today we live in a world where some professions and industries are seen as masculine respective feminine. One industry which today is clearly masculine coded and male dominated is the Swedish forestry sector. To change the masculine coded occupational culture the association NYKS was founded. The NYKS acronym translates to “The network for professional women and non-binary in the forestry sector”. The purpose of this paper is to examine how NYKS is working to change the masculine coded occupational culture in the forestry sector. To achieve this purpose, I have tried answering two questions about which perceived notions about the occupational culture’s gender structure within the forestry sector that NYKS-members are trying to change and which occupational identities are the NYKSnetwork’s members trying to form. Their work to reform the occupational culture can theoretically be seen as a pedagogic process which aims to raise awareness about injustices and obstacles, and to form new occupational identities and thereby change the occupational culture. Through semi-structured interviews with the network’s members it is concluded, after coding and theming of the interviews, that they have distinct cultural notions about both women and men in the industry, which creates the current gender structure. They experience that there are consequences for breaking the norm and that the masculine is the norm. Since NYKS founding things have started change according to the members. The reform work that NYKS performs is by spreading their view of the gender structure where men and women have different preconditions. The change happens at the grass-root level where, among other things, language plays an important role both to describe but also to question the current gender structure. Another conclusion is that the members of the NYKS-network changed their occupational identities by becoming aware of these structures through physical and digital assemblies, which means the assemblies have led to a transformative learning. The members now form their identity based on a sisterhood and due to that the members occupational identity has also become a gender identity. Previous research on gender and occupational culture have shown how gender structures reproduce in different industries, where the masculine becomes the norm. There is however comparatively little knowledge of how these things change and are questioned. This paper aims to contribute to the knowledge of how gender structure is questioned and changed by studying how the interest organization NYKS performs reform work within the forestry sector.

The purpose of this study was to determine the effects of an experiential program on the occupational identity, access, and career maturity of Black and Latino students from low socioeconomic backgrounds. Data shows these students to be underrepresented in STEM fields. Student interest and access are noted in the literature to be amongst the reasons minorities do not pursue a career in STEM related fields. Jobs within the STEM industry pay considerably more than non-STEM related jobs, access to these jobs can help individuals transform their socioeconomic status. Lack of access and exposure to these fields for low socioeconomic minorities then becomes a social justice issue. A mixed methods approach was applied which included surveys and interviews of junior students currently in an experiential careers program with a STEM emphasis. Composites and subscales were created and checked for internal reliability and consistency. Interview responses were recorded and coded based on theories of occupational identity and emergent themes. Findings suggest that most students within the experiential careers program exhibited high levels of occupational identity. The experiential learning model works well to support continuous learning and the identity development of students from low socioeconomic backgrounds.

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This dissertation is concerned with the learning of occupational identities in health care and medical services. The aim is to increase the knowledge of what characterizes occupational identities how these are learnt, and what potential driving forces exist that can contribute to the development of both occupational identities and health care activities. Learning is seen as a continuous process of participation in everyday social practices, in which occupational identities are formed, maintained and developed. Both occupational identities and social practices are context-bound. In order to shed light on the forming, maintaining and developing character of learning I have started from three different models; a social-interactionist, an institutional and a contextual. The dissertation is based on case studies of three care units. A health-care centre, a medical clinic and an anaesthesia clinic. The study comprises two data-collection phases. The first phase includes interviews with personnel and management at the three care units. The second phase includes self-observation studies in the form of diaries kept by personnel at the medical and anaesthesia clinic. It appears from the results that there are both similarities and differences between occupational groups and the activities in which they work. There also exist certain differences that have to do with the individuals' experience, career paths and length of employment. On this basis, occoupational identities can he analyzed on a occupational-related, an activity-related and an individual-related level. Learning can also from this point of view be seen as an interplay between those three levels.

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