Studiens syfte är att undersöka vad forskningen säger om mäns positioner i socialt arbete samt hur genus påverkar yrkesutövningen. Studiens metod är en allmän litteraturöversikt och dess empiriska material består av elva vetenskapliga artiklar. Empirin analyseras genom en tematisk analys som följs av ett fördjupat teoretiskt resonemang kring resultaten. Den teoretiska grunden för studien är Connells teori om hegemonisk maskulinitet. I den tematiska analysen identifieras två huvudteman samt flera underteman. Det första huvudtemat är utövande av maskulinitet, där undertemana reproducering eller utmanande av hegemonisk maskulinitet samt vertikala eller horisontella karriärvägar identifierades. Det andra huvudtemat är särbehandling med undertemana positiv eller negativ särbehandling. Studien redogör för vad forskningen säger om de positioner män tar inom socialt arbete, hur de orienterar sig och förhandlar mellan traditionellt maskulina normer och yrkesrollen, samt hur de blir bemötta av andra inom yrket. Studiens resultat diskuteras sedan kritiskt i förhållande till teorin om hegemonisk maskulinitet. Studien bidrar till forskningen om män inom det sociala arbetet och män i kvinnodominerade yrken. / The purpose of this study is to examine what the research says about men’s positions in the social work profession, as well as how gender affects the professional practice. The method used is a general literature review and the study´s empirical material consists of eleven scientific articles. A thematic analysis is used to analyze the empirical material which is then followed by a deepened theoretical reasoning. The theoretical foundation of the study is Connell's theory of hegemonic masculinity. In the thematic analysis, two main themes are identified as well as several sub-themes. The first main theme is practicing masculinity, including the sub-themes reproducing or challenging hegemonic masculinity as well as vertical or horizontal career paths. The second main theme is special treatment which includes the sub-themes positive or negative special treatment. The study accounts for what the research says about the positions men take within the social work profession, how they orient themselves and negotiate between traditional masculine norms and their profession, as well as how they are treated by others within the profession. The results are then critically discussed in relation to the theory of hegemonic masculinity. This study contributes to the research on men in social work and men within female-dominated professions.

Several studies shows that the dominant norms of masculinity are a hinder for boys to perform in school and a hinder for men to choose female-dominated occupations. Moreover, selecting a career can be a complex decision for young adult men´s to choose a female-dominated higher education - and this dilemma has been a topic of much reports and research. However, there is still a lack of understanding regarding the influence of social capital on young people as they transition to higher education. Not many studies have been made on the male student´s experience of the impact of social capital on their gender-breaking higher education choices.Therefore the aim of this study is to understand which social capital and social network relations are of importance to young male students´ gender-breaking higher education choices. Furthermore, this study aims to examine the conditions that have broadened the informants' motive to choose a higher education.A qualitative method with semi-structured interviews was used to answer the purpose of this essay and the method of choice for analysis were social networks analysis of ego-net, which is a method on studying social relations. The result is being analyzed by using a conceptional model based on Lent el. al (1994) Social Cognitive Careers Theory, Pierre Bourdieu’s (1986) Theory of social capital and Ego-net (Crossley et. al 2015).The results of this study show that social background and gender have a limited significance in relation to the informants' gender-breaking choice of higher education and career path. There are various motives that have encouraged and motivated the informants' gender-breaking choices. Three different motives appears that has affected their gender-breaking educational and professional choices; (I) Making a difference (II) Security in working-life and (III) Skills and knowledge seeking. These motives challenge notions of gender as well as other aspects of an “ideal” job and career for men.The study concludes that the informants' gender-breaking higher education choices have been preceded by a process of different types of events in the transition to working life, as well as connections and networking with other individuals in the adult life who have influenced their career and decision-making. It is found that social capital and heterogeneous network has a significant role for the informant’ gender-breaking education and careers choices - e.g. male role models, inspirers such as professionals in primay and secondary education and colleagues in the world of work, who have contributed to changing their stereotypical notions of female-dominated professions, new preferences and altruistic goals such as helping others, themselves and their future.