The schools were different one hundred years ago. Children went to different schools depending on their social class and gender. The education for boys was often considered to be more important and in need of higher standards compared to the education for girls. The girls' school in Kalmar grew to become an important piece of history, in terms of history about education and gender. The purpose of this study is to follow twelve girls who studied at Kalmar girls' school 1900-1907. What can be said about their background and their time after their education at the girls' school? The purpose is also to do a research on the teaching that was conducted in that particular girls' school and compare the results to the education in Swedish schools in present time. The study also revolves around Yvonne Hirdman's gender theory about keeping the genders seperated and Ingela Schånberg's thesis on women and their education between 1870-1970. The results shows that some selection of the students took place and the girls who studied at that particular school were connected to the higher class of society. When comparing the different educations, several differences were found between the education on Kalmar girls' school and any school in present time.

Syftet med uppsatsen är att undersöka elevernas sociala bakgrund på Elementarläroverket för flickor i Falun under tidsperioden 1875-1948. De källor som ligger till grund för undersökningen består av noteringar om fädernas yrke hämtade ur matriklar från flickskolans arkiv. Uppsatsen ämnar också undersöka hur undervisningsplanen såg ut och vilka flickor som, när möjlighet fanns, tog sig vidare till gymnasium eller vilka som fick avsluta sin utbildning för att återvända hem. Kartläggningen över flickornas sociala bakgrunder undersöks över tid för att se om någon förändring skett i den sociala rekryteringen. Resultatet visar att eleverna vid flickskolan främst kom från samhällets mellersta skikt något som i undersökningen benämns som Socialgrupp 2. Undersökningen visade även att flickornas fäder i första hand utövade yrken inom yrkeskategorin tjänstemän på mellannivå. När det kommer till vilka flickor som läste vidare på gymnasium var det i första hand flickor ur samhällets högsta skikt, Socialgrupp 1 som tog sig vidare till högre utbildning. De elever som avbröt sina studier förändrades över tid och varierade också med social bakgrund.

One hundred years ago, boys and girls in Sweden went to school in two parallel educational systems. The girl schools were privately owned and had two educational goals; education for the household and education for work outside the home. The girl schools were free to give the education they thought was right, but around the turn of the century women’s education became an issue of growing political interest. The purpose of my study is to shine light on the idea-political impact on the teaching in the turn of the century independent girl schools. I ask two questions; What types of subjects did girl school pupils write essays about, and how do they change over time? Seen from a genus perspective, what is the relation between the essay subjects and the idea-political trends at a higher societal level? I conduct a quantitative study of Swedish essay subjects at a girl school in Växjö between the years 1884-1929. My results show that the essay subjects over time become less demanding and more of a cultural nature, back to educating girls for the purpose of being pretty and entertaining. This does not entirely follow the trend at a higher societal level, which develops towards a stronger focus on the household. Instead we can see it as a way of keep trying to segregate women from men by forming different behaviors and knowledge and directing them into different spheres of the society, in a society where women increasingly are integrating with traditional male spheres.

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Syftet med studien har varit att undersöka den sociala elevrekryteringen vid flickskolan i Uddevalla före och efter kommunaliseringen 1930. För att besvara syftet och den likartade frågeställningen har studien utgått ifrån ett klasschema, som är baserat utifrån Goldthorpe/ CASMIN:s yrkesschema, och sammanställt information om faderns uppgivna yrke eller titel vid inskrivningen till skolan. Informationen är hämtad från tre in- och utskrivningsböcker från Uddevalla kommunarkiv som sträcker sig över den avgränsade undersökningsperioden, 1919 till 1939. Datan kategoriserades utifrån tre klasser (överklass, medelklass och arbetarklass) och sammanställdes i två olika diagram, från vilket resultatet i studien är hämtad.  Resultatet visar att den huvudsakliga elevrekryteringen kom från medelklassen fram till och med 1936, men att en förändring kan skönjas redan från och med 1928. Diagrammen i studien visar hur de olika klassernas procentuella representation och antal nyintagna elever ”går i vågor” och varier över tid. Det här gäller särskilt för elever tillhörande överklassen och arbetarklassen, och som skiljer sig åt från elever från medelklassen som har en mer jämn representation vid skolan under hela undersökningsperioden. Resultatet indikerar att den sociala elevrekryteringen förändrades efter kommunaliseringen, där andelen som rekryterades från arbetarklassen ökade samtidigt som andelen elever från överklassen minskade. Dock visar inte resultatet på någon dramatisk förändring med ett tydligt före och efter, utan tyder mer på en gradvis förändring över tid. Studiens resultat når liknande resultat som den gjord av Ingela Schånberg gällande flickskolorna i Lund. Flickskolan var en del av det svenska skolsystemet från 1800-talet till 1970-talet och stod fram till 1927 års skolreform som flickors enda möjlighet till en högre utbildning. Men trots att läroverken hade öppnats för flickor bestod flickskolorna som en del av det svenska utbildningssystemet efter 1927 i huvudsaklig kommunal regi. En av de första flickskolorna att kommunaliseras efter reformen 1927 var den i Uddevalla. Genom att undersöka vilka elever som sökte sig till flickskolan i Uddevalla går det att söka en bättre förståelse för dess plats i parallellskolesystemet, såväl som för vem utbildningen var tillgänglig för och inte.

Med hjalp av en hermeneutisk analysmetod har Orebros kommunala flickskolas verksamhet under lasaren 1956-1958 undersokts utifran ett genusperspektiv. Arkivhandlingar fran Orebros stadsarkiv och den nationella undervisningsplanen fran ar 1955 utgor studiens empiriska material. De teoretiska ramverken for studien har utgatt fran genusteorins ideer och tanken om den ideala medborgaren. Studien har tagit avstamp fran tidigare forskning som fokuserat pa utbildningsvasendet ur ett genusperspektiv i en nationell och i en internationell kontext. Analysen for studien ar disponerad i tre delar som ar kopplade till undersokningens syfte och forskningsfragor. Analysens olika delar beror skolans fostransuppdrag, konsmonster i skolans verksamhet och elevernas karriarplaner ur ett klass- och konsperspektiv. Resultaten som framkommit i analysen har varit varierade, bland annat har konsmonster kopplade till den kvinnliga stereotypen identifierats. Det har aven konstaterats att den nationella undervisningsplanen och Orebros kommunala flickskola bidrog till uppratthallandet av datida konskonstruktioner. En annan observation som kunde urskiljas var att elevernas framtidsutsikter paverkades av de genusarrangemang som var framtradande inom skolans verksamhet. Ett utmarkande resultat som framkom av analysen visade att 3 av 4 elever avvek fran de datida konsmonstren med sina handlingar och pa sa satt rubbades genusordningen som radde under den har tidsperioden.

Karlstad is one of the places that offers a chance for a secondary education. One of them has been at the real school at the educational institution and at the girl school. The purpose of the assignment was to study the education at both the real school and the girl school in Karlstad during two school years. The first school year that was in 1906–1907, after the real school was opened. The second school year was 1939–1940, after real exams were available for girls in Karlstad. The goal has been to see how gender segregation and the male norm affected the education. The sources that were used were the annual reports for both schools, which above all contain information about the education that was imparted. The method used was a comparative analysis of the sources with an implement of a quantitative method. This was done by looking at the content of the courses, timetables and textbooks. The result has been that during the school year 1906–1907, the real school provided a more advanced education, especially in mathematics and science, while the girls focused more on the language subjects. Art history and hand work were subjects that were only studied at the girl school. The timetable and number of textbooks were higher at the real school, even though they had fewer grades. In the school year 1939–1940, however, the contents in the education of the girl school and the real school would have more similar character, and mathematics seemed to be more advanced at the girl school. The subjects that only the girl school had at this time were home economics, psychology, economics and art history. The time table and the number of textbooks were higher at the girl school this time. The girl school's real school programme would mostly have the same education as the real school at the educational institution, and mostly without subjects that suited a housewife more. In hand work, however, the boys in the real school would work with woodwork while the girls would work with needlework.

Lidköping is a city with a long tradition of education. One of the educational institutions that has been part of the city's educational history is Lidköping Elementary School for Girls, which existed in the city between 1876–1936. The aim of this study is to investigate how the education staged societal norms about women as good mothers and housewives. This has been done by analyzing the school's annual reports from the academic years 1877–1878, 1901–1902, 1920–1921 och 1930–1931 for which the school subject’s needlework, home economics, mathematics and natural sciences were selected. For each academic year, each subject has been analyzed to find out the teaching content, as well as to gain an understanding of the amount of time allocated to each subject. In addition, the school's other activities and events has been analyzed, primarily from the last two school years in which gender-coded activities were discovered. A timetable from the 1906 Board of Supervisors for Secondary Schools has been used to contextualize the girls' school's instruction in mathematics and natural sciences. The material, which primarily consists of annual reports from the school, has been analyzed using Yvonne Hirdman's gender theory. The method employed in processing the material is primarily qualitative text analysis with elements of quantitative comparative method. Through analysis and interpretation of the material, various gender-related elements have emerged, making it clear that the girls were educated to work within the four walls of the home, or possibly for typical female occupations.