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This thesis examines the impact of engineering cultures on women engineering students' gendered and professional identities. It is simultaneously focused on exploring how identity shapes, and is shaped by, women's experiences of engineering cultures and the relationship between gendered and professional identities. The research is set within the context of existing research on women in engineering, much of which has focused either on women's experiences in industry or experiences of staff in academia, which does not acknowledge the importance of higher education (HE) as a gatekeeper to the engineering professions. Furthermore, despite numerous initiatives aimed at increasing the percentage of women entering engineering, the proportion of women studying engineering has remained stable, around fifteen percent, for the last few years. The research is grounded in an interpretivist approach, although it adopts a multimethod research design. Specifically it draws upon qualitative interviews with 43 women and 18 men engineering students, a questionnaire with responses from 656 engineering undergraduates and two focus groups with 13 women engineering students from seven departments at one university. These datasets are analysed with the aid of NVivo and SPSS to explore women engineering students' career choices; women's experiences of the HE engineering culture; the relationship between engineering education culture and women's identities; whether there are cultural nuances between engineering disciplines; and, implications for strategies to attract and retain more women in engineering. Key findings from the research are that women and men make career choices based on similar factors, including the influence of socialisers, knowledge of the engineering professions, skills, ability and attributes, and career rewards. However, the extent to which each of these factors are important is gendered. The research also highlights key characteristics of the HE engineering culture, including competition, camaraderie, gendered humour, intensity, more theoretical than practical, help and support for women students and reinforcement of gender binaries. These findings all suggest that women are assimilated into the engineering culture or, at least, develop coping mechanisms for surviving in the existing culture. These strategies reveal a complex and difficult balancing act between being a woman and being an engineer, in claiming a rightful place as an engineer, denying gendered experiences and becoming critical of other women. The research also tackles two key issues, rarely discussed in the extant literature. Firstly the help and support women students receive from lecturers and other staff, and the negative impact this has, and may continue to have, on women. Secondly, the analysis of discipline differences shows that design and technology is significantly different from other engineering disciplines in terms of culture(s) and women's experiences. The thesis concludes that women's enculturation into engineering results in their ‘doing gender' in a particular way. This means that women's implicit and explicit devaluing and rejection of femaleness, fails to challenge the gendered cultures of engineering and, in many ways, upholds an environment which is hostile to women.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-09-27T18:54:05Z No. of bitstreams: 1 OSVANY DA COSTA GUNDIM CARDOSO.pdf: 1763032 bytes, checksum: f4979645e4460c6f81db6c955f149ec1 (MD5) / Made available in DSpace on 2018-09-27T18:54:05Z (GMT). No. of bitstreams: 1 OSVANY DA COSTA GUNDIM CARDOSO.pdf: 1763032 bytes, checksum: f4979645e4460c6f81db6c955f149ec1 (MD5) Previous issue date: 2018-08-23 / This dissertation is linked to the research group Youth and Education of PUC Goiás, and registered in the CNPQ. The general objective of this study is to analyze, along with the official documents of Brazilian education, from 1990 to the year 2015, the attributed meanings to gender and ethnic-racial diversity, and their impact on the political pedagogical projects of Basic Education. And specific objectives were: to understand the political project of the World Bank and international organizations for educational policies, especially in relation to diversity; to present the main discussions on gender, race and ethnicity in the International Conferences, from 1990 to 2015; to analyze the political, economic and socio-cultural foundations that constitute principles in the formulation and implementation of diversity policies (gender and ethnic-racial). The theoretical bases that supported this research were the studies on culture, especially the studies of Raymond Willians; the concept of identity, difference and multiculturalism (HALL, 2003) and interculturalism (SILVEIRA, 2008). In addition to studies on diversity and education, by CANDAU (1997, 2002, 2007, 2008, 2009, 2011, 2012), among other authors. Concepts of gender, race, and ethnicity, as well as their overlapping, are discussed through cross-sectional studies (CRENSHAW, 2002). This concept asserts that gender social issues and ethnic-racial relations gain greater discriminatory relevance when perceiving difference within difference. Also, from the studies of Nancy Fraser (2006), the twodimensional model on inequalities is discussed. To understand the focus of this study, educational policies for diversity are presented; the World Bank / UNESCO relationship, with the educational issues of developing countries. The main world conferences and their proposals are related in the construction of an education for diversity, ending with the analysis of the Brazilian legislation (1990 to 2015), on gender and ethnic-racial diversity. It is a qualitative, bibliographical and documentary research, having as methodological procedure the Documentary Analysis. The documentary analysis constitutes a methodological procedure of investigation of the social reality, whose conceptions are broad, being based by diverse philosophical conceptions on the research used in the approaches of positivist nature, as qualitative and of more character that is critical. The results point out that the Brazilian legislation tries to meet certain goals imposed by the World Bank, but it does not want to be in relation to the demands of organized social movements and especially in the alteration of school curricula to meet the social and theoretical perspectives of diversity. ethnic-racial issues have been incorporated more clearly into the curriculum and in the Pedagogical Political Projects, while gender issues appear little in the document and still less in the school curriculum. / Esta dissertação está vinculada ao grupo de pesquisa Juventude e Educação da PUC Goiás, registrado no CNPQ. Integra-se ao escopo da Linha de Pesquisa Educação, Sociedade e Cultura do Programa de Pós-Graduação da PUC Goiás. O objetivo geral deste estudo é analisar, junto aos documentos oficiais da educação brasileira, de 1990 até o ano de 2015, os sentidos atribuídos à diversidade de gênero e étnico-racial e o seus impactos nos projetos políticos pedagógicos da Educação Básica. E, como objetivos, específicos buscou-se a compreensão do projeto político do Banco Mundial e dos organismos internacionais para as políticas educacionais, principalmente em relação à diversidade; a exposição das principais discussões sobre gênero, raça e etnia nas Conferências internacionais, de 1990 a 2015; a análise dos fundamentos políticos, econômicos e socioculturais que se constituem como princípios na formulação e implementação das políticas de diversidade (gênero e étnico-raciais). As bases teóricas que sustentaram esta pesquisa foram os estudos sobre cultura, sobretudo os estudos de Raymond Willians; o conceito de identidade, diferença e multiculturalismo (HALL, 2003) e interculturalismo (SILVEIRA, 2008). Além dos estudos sobre diversidade e educação, por CANDAU (1997; 2002; 2007; 2008; 2009; 2011; 2012), dentre outros autores. Discutem-se as concepções de gênero, raça e etnia, assim como o sobreposicionamento delas, por meio dos estudos acerca da intersecionalidade (CRENSHAW, 2002). Esse conceito afirma que as questões sociais de gênero e as relações étnico-raciais ganham maiores relevâncias discriminatórias quando se apreende a diferença dentro da diferença. Discorre-se, ainda, a partir dos estudos de Nancy Fraser (2006), o modelo bidimensional sobre desigualdades. Para entender o foco deste estudo, apresentam-se as políticas educacionais para a diversidade; a relação Banco Mundial/UNESCO, com as questões educacionais dos países em desenvolvimento. Relacionam-se as principais conferências mundiais e suas proposições na construção de uma educação para a diversidade, finalizando com a análise da legislação brasileira (1990 a 2015), sobre diversidade de gênero e étnico-racial. Trata-se de uma pesquisa qualitativa, bibliográfica e documental, tendo como procedimento metodológico a análise documental. A análise documental se constitui em procedimento metodológico de investigação da realidade social, cujas concepções são amplas, pautando-se por diversas concepções filosóficas sobre a pesquisa utilizada tanto nas abordagens de natureza positivista, como qualitativa e de caráter mais crítico. Os resultados apontam que a legislação educacional brasileira tenta atender a algumas metas impostas pelo Banco Mundial, deixando porém a desejar em relação às reivindicações dos movimentos sociais organizados, em especial na alteração dos currículos escolares para atender às perspectivas sociais e teóricas da diversidade, embora as questões étnico-raciais tenham sido incorporadas de forma mais visível no currículo e nos Projetos Políticos Pedagógicos, enquanto as questões de gênero pouco aparecem nos documentos e, menos ainda, no currículo escolar.

Thesis (Ph.D.)--Murdoch University, 2004. / Thesis submitted to the Division of Arts. Bibliography: leaves 332-374.

Thesis (Ph.D.)--University of Wollongong, 2004. / Typescript. Includes bibliographical references: p. 299-323.

Submitted by Adriana Alves Rodrigues (aalves@espm.br) on 2018-08-08T18:34:22Z No. of bitstreams: 1 ppgcom - katia martins valente.pdf: 3935559 bytes, checksum: 0fcac7d93b9e75a24bd637d5514002ba (MD5) / Approved for entry into archive by Adriana Alves Rodrigues (aalves@espm.br) on 2018-08-08T18:35:08Z (GMT) No. of bitstreams: 1 ppgcom - katia martins valente.pdf: 3935559 bytes, checksum: 0fcac7d93b9e75a24bd637d5514002ba (MD5) / Approved for entry into archive by Ana Cristina Ropero (ana@espm.br) on 2018-08-16T16:04:43Z (GMT) No. of bitstreams: 1 ppgcom - katia martins valente.pdf: 3935559 bytes, checksum: 0fcac7d93b9e75a24bd637d5514002ba (MD5) / Made available in DSpace on 2018-08-16T16:05:40Z (GMT). No. of bitstreams: 1 ppgcom - katia martins valente.pdf: 3935559 bytes, checksum: 0fcac7d93b9e75a24bd637d5514002ba (MD5) Previous issue date: 2018-03-21 / The entrepreneurship has been increasing its prominence in our society and culture, reshaping the understanding about the practices and personal labors. At this juncture, we will turn our attention to the figure of the entrepreneurial woman. In order to comprehend the particularities and specifications involved, we take as the empirical object of the research the autobiographical narratives of life transformation presented in the lectures of entrepreneurial women in the event “Day1”, conducted by Endeavor organization. The structure of Day1 Endeavor is composed of lectures with an average duration of 20 minutes, in a stage with audience, in which the speaker narrates the transformations of life, always centered on the practices of the entrepreneurial culture, the event has been filmed and later on published in different media platforms. In view of this, the aims of this research are: 1) To identify which characteristics of the biographical space (ARFUCH, 2010) are related to the narratives of Day1 Endeavor; 2) To analyze what are the discursive strategies of Endeavor Brazil, by propagating narratives of entrepreneurs as exemplary life histories (BUONNANO, 2011); 3) To comprehend which are the relationships between the notion of Brazilian hard worker (SOUZA, 2010) and the narratives of entrepreneurs at Day1 Endeavor. The theoretical framework is organized in three main axes: a) gender studies; b) work and entrepreneurship; c) transformation narratives and biographical space. The corpus is composed by videos of the eight lectures performed by entrepreneurs in the Day1 Endeavor event. The analysis methodology is based on French Speech Discourse Analysis (ADF), associated with the life course analysis of Giele and Elder Jr. (1998). In general, the results of the analyzes point to the spreading of the ideology of neoliberalism in the daily practices of entrepreneurs, both on a personal and professional level; The emphasis in the discourse of self-help, aiming at the convocation in to undertake in the broad sense; The autobiographical narratives based on a moment of transformation, highlighting a transition, always seen as positive, in the field of entrepreneurship; the mediatization of their narratives, seen from the standpoint of Endeavor's role, aims to spread the ideology of entrepreneurial culture, through “inspiring” examples and success stories. / O empreendedorismo vem ganhando cada vez mais destaque em nossa sociedade e cultura, remodelando o entendimento sobre as práticas laborais e pessoais. Nessa conjuntura, voltamos nossa atenção à figura da mulher empreendedora. No intuito de melhor compreender as particularidades e especificidades envolvendo a questão, tomamos como objeto empírico da pesquisa as narrativas autobiográficas de transformação de vida presentes nas palestras de mulheres empreendedoras no evento Day1, realizado pela organização Endeavor. A estrutura do Day1 Endeavor é composta por palestras com duração média de 20 minutos, em um palco com plateia, em que o/a palestrante narra as transformações de vida, sempre centradas nas práticas da cultura empreendedora, sendo que o evento é filmado e, posteriormente, divulgado em diferentes plataformas midiáticas. Tendo isso em vista, os objetivos da pesquisa são: 1) Identificar quais as características do espaço biográfico (ARFUCH, 2010) estão relacionadas às narrativas do Day1 Endeavor; 2) Analisar quais são as estratégias discursivas da Endeavor Brasil, ao propagar as narrativas de empreendedoras como histórias de vida exemplares (BUONNANO, 2011); 3) Compreender quais são as relações entre a noção de “batalhador brasileiro” (SOUZA, 2010) e as narrativas das empreendedoras no Day1 Endeavor. O quadro teórico se organiza em três eixos principais: a) estudos de gênero; b) trabalho e empreendedorismo; c) narrativas de transformação e espaço biográfico. O corpus é composto pelos vídeos das oito palestras realizadas por empreendedoras no evento Day1 Endeavor. A metodologia de análise está baseada na Análise do Discurso de linha francesa (ADF), associada à análise de percurso de vida de Giele e Elder Jr. (1998). De modo geral, os resultados das análises apontam para o espraiamento da ideologia do neoliberalismo nas práticas cotidianas das empreendedoras, tanto em nível pessoal quanto profissional; a ênfase no discurso de autoajuda, visando à convocação em para empreender no sentido amplo; as narrativas autobiográficas calcadas em um momento de transformação, destacando a transição, sempre tida como positiva, ao campo do empreendedorismo; a midiatização de suas narrativas, vista pelo ponto de vista do papel da Endeavor, visa propagar a ideologia da cultura empreendedora, por meio dos exemplos e histórias de sucesso “inspiradores”.

The study "Come as you are", conducted by Rebecka Pettersson and Rebecca Santos, is a qualitative study that touches on the working climate and gender equality in the Swedish Armed Forces. The aim is to identify the organizational culture within the Swedish Armed Forces from a gender perspective, and to distinguish the employees' views on gender equality within the organization after the introduction of the gender-neutral law in Sweden. Similar studies have been carried out in the armed forces but have not touched on these issues since the gender-neutral reform, which makes this an interesting subject area. The empirical material consists of qualitative semi-structured interviews with five men and two women who are currently active in the armed forces. To analyze the empirical material, theories by Patricia Yancey Martin, Raewyn Connell and Rebecca Pearse, Rosabeth Moss Kanter and Joan Acker have been applied. The results of the study show that due to the male dominance in the organization and the established masculinity norms, the lingo is portrayed as "manly", "macho" and "tough". The opinion is shared among respondents about the need for this lingo, or a desired change. The results also show that the experience of gender equality is informal and in theory good as the conditions for employees are extremely equal. However, the attitude and feeling of equality is in practice contradicted by the respondents' experiences. The reason for the difference between attitude and practice is based on desired representation, remaining traditions and gender structures at the macro level.   Key words: Armed forces, gender equality, working climate, organizational culture and gender perspective. / Studien “Kom som du är”, genomförd av Rebecka Pettersson och Rebecca Santos, är en kvalitativ studie som berör arbetsklimatet och jämställdhet i Svenska Försvarsmakten. Syftetär att identifiera organisationskulturen inom den Svenska Försvarsmakten utifrån ett genusperspektiv, samt att urskilja medarbetarnas syn på jämställdhet inom organisationen efter införandet av den könsneutrala lagen i Sverige. Liknande studier har genomförts inom försvaret men inte berört dessa frågor sedan den könsneutrala reformen, vilket gör detta till ett intressant ämnesområde. Empirin är baserad på kvalitativa semistrukturerade intervjuer med fem män och två kvinnor som idag är verksamma inom Försvarsmakten. För att analysera det empiriska materialet har teorier av Patricia Yancey Martin, Raewyn Connelloch Rebecca Pearse, Rosabeth Moss Kanter och Joan Acker tillämpats. Studiens resultat visar att med orsak av den manliga dominansen i organisationen och de etablerade maskulinitetsnormer framställs jargongen som “grabbig”, “macho” och “tuff”. Åsikten är delad bland respondenterna kring behovet av denna jargong, eller önskad förändring. Resultatet visar vidare att upplevelsen av jämställdhet är informell och i teorin god då förutsättningarna för medarbetarna är extremt jämlika. Inställningen och känslan av jämställdheten motsägs dock i praktiken av respondenternas erfarenheter. Orsaken till skillnaden mellan inställning och praktik baseras på önskad representation, kvarvarande traditioner och genusstrukturer på makronivå.

This thesis deals with slash fanfiction and yaoi manga, disparate yet similar phenomena of fan culture. Yaoi manga as genre of Japanese comics created by women and dedicated to women , and slash fanfiction as women's reaction to pop culture generally made by male authors, are both genres dealing with a romantic relationship between two men characters. This relationship is portrayed as an innocent romantic story as well as a hardcore pornography. The autor aims to describe the terms and inctroduce some of the most influential approaches to research of the topic. Author is interested in the issue in the way of cultural and gender approach. Cultural perspective provides a summary of approaches of Frankfurt and Birmingham schools, clarifys point of view of Abercrombie and Longhurst and other authors on the current and future trends in development of audiences. Mapping the internet, important space for the fan communitiy, is also a part of this paper. Gender perspective provides a description of the points of view on the women's status in popular culture, explains the motivation of the readers/authors related to the issue of homosexuality, and describes opinions of different feminisms about pornography. Research among fangirls and fanboys or authors of slash fanfiction and yaoi manga is included.

The Swedish community and social services face major challenges regarding the management of honor-related violence and oppression. Lack of knowledge and an ambiguous understanding of violence affect the work of social services and may complicate the situation of vulnerable individuals. The main purpose of this study was to investigate social workers, within the section of children and family in a Swedish municipality, perceived knowledge and confidence in honor-related cases and the need for support in their work. The social workers’ views on honor-related violence and oppression were also investigated. The survey was based on a quantitative approach and questionnaires were used for data collection. The main results demonstrate that the social workers to some extent perceive themselves as having expertise in the field of honor. Nevertheless, they feel insecure in the work with honor-related cases. Furthermore, it appears that social workers are in need of specific support from the organization such as education and case supervision. Regarding the view of honor violence, a majority indicated that a gender perspective and a cultural perspective were important to understand the problem. / Samhället och socialtjänsten står inför stora utmaningar gällande hanteringen av hedersrelaterat våld och förtryck. Bristande kunskap och en tvetydig förståelse för våldet påverkar socialtjänstens arbete och kan komma att försvåra situationen för utsatta individer. Det huvudsakliga syftet med denna studie var därför att undersöka hur socialarbetare, inom sektionen barn och familj i Falu Kommun, upplever sin kunskap och trygghet i hedersrelaterade ärenden samt behovet av stöd i arbetet. Vidare kartlades socialarbetarnas syn på hedersrelaterat våld och förtryck. Undersökningen utgick ifrån en kvantitativ ansats, där enkäter användes som datainsamlingsmetod. Resultatet påvisar att socialarbetarna i viss mån upplever sig ha kunskap inom området hedersvåld. Dock känner de sig otrygga i arbetet med hedersrelaterade ärenden. Vidare framkom det att socialarbetarna är i behov av specifikt stöd från verksamheten såsom utbildning och ärendehandledning. Gällande synen på hedersvåld angav majoriteten ett könsmaktsperspektiv och ett kulturellt perspektiv som viktiga för att förstå problemet.