In this thesis I have made a qualitative study among educators. The purpose of this essay was to investigate the variation in educators' perceptions of the concept of gender, as well as how they describe how their perceptions can, or does, affect the educators in their work. The focus has been on pedagogues in primary schools and associated leisure centers. The empirical material was collected through a web survey that was sent out to five different elementary schools in Orebro through the respective school management. The theoretical section formed a basis for the coding. Thematic analysis was used to analyze collected data. The analysis method enabled a comparison of differences and similarities in the educators' descriptions. The analysis showed that the educators did not share a unified view of what gender is. In the empirical material, three different perceptions of the concept of gender could be thematized. Gender was interpreted as a consequence of biological sex, as an expression to show society's ideas about gender and as a way for the environment to interpret an individual's gender affiliation. Based on their perceptions of gender, some of the educators emphasized that they adapted their pedagogy to the gender differences they perceived to exist, while others emphasized that they tried to counter gender norms and gendered ideas by adapting their language and inviting students to discuss gender aspects. When the educators were asked about the continuing education regarding gender in the workplace, the results showed that this was experienced in very varied ways. Many educators emphasized that gender issues were not something that was emphasized during education days, but that the focus often ended up being equal treatment of the school's students. Others pointed out that gender issues are raised in several contexts. In conclusion, the results revealed different levels of awareness and commitment among educators in relation to gender, highlighting the existing challenges and opportunities for promoting gender equality in educational settings.

In the tradition of western film sector, the mirror has played different roles, from displayingrepresentations of the female body that subsumes into the satisfaction of the male eye toprojecting gendered standards that have taken part in the construction of Western socialimaginaries. Since the motion picture sector is a form of public discourse that influences andshapes beliefs, imagery and cultural practices of a given society, this thesis puts underscrutiny the relation to the mirror in both symbolic and material perspectives through the casestudy of the main mirror scenes of Good Luck to You, Leo Grande (2022). By combininggender sensitive analysis and compositional interpretation methodologies, this thesis showsthe potential of the mirror as an instrument of change and empowerment in relation to genderand ageism. It demonstrates that employing the mirror through a feminist lens enables the denormalisation of negative stereotypes of bodily appearance that are scarcely representedonscreen, as it is the case of aged female bodies. Simultaneously, it renegotiates therelationship between youth and adulthood and disrupts hegemonic representations ofmasculinity. This master’s thesis offers a new feminist perspective of non-normative bodilyappearances using the mirror as the main source of analysis.

Thesis advisor: Lucas Coffman / Gender Differences in Sorting on the Job Market: The Role of Application Costs Research shows that, holding qualifications equal, women are less willing than men to apply for certain high-paying jobs. Through a stylized labor market experiment, I investigate whether the "gender application gap" for high-paying jobs is affected by the presence or magnitude of application costs. I randomly vary the cost of applying for such a job, with subjects either facing no marginal cost, paying a fee, or writing a cover letter. Men are significantly more likely than equally qualified women to apply for a job only when the marginal cost of applying is zero. Introducing either type of application cost, but especially a fee, shrinks the gender application gap. This result comes from gender differences in self-selection behavior: women prefer not to apply when unskilled regardless of costs, whereas unskilled men only drop out of the applicant pool when a tangible cost is introduced. Women appear to face a higher cost than men from applying for a job they might perform poorly at, especially if the job is in a stereotypically "male-typed" domain. Subjective Self-Promotion and Gender Bias in Recruitment Previous work finds that women are more "modest" on average than equally skilled men when subjectively describing their abilities. If recruiters treat self-promotion by men and women as equally informative, they may become inefficiently biased towards male applicants. I randomly vary whether recruiters in a hiring experiment select from applicants who submitted only a resume, or submitted a resume and a cover letter (a type of subjective self-promotion). A cover letter requirement significantly reduces women's share of hires, even as it increases women's share of total applications. This hiring penalty against women cannot be explained by differences in qualifications or skills between men and women who choose to write cover letters. In fact, while employers see productivity gains from requiring a cover letter, such gains would be larger if cover letters did not bias recruiters towards male applicants. Textual analysis reveals that women’s cover letters contain half as much “boasting” language as men’s letters, which could help explain why cover letters impose a penalty on women's chances of getting hired. Anticipated Returns to "Clearing the Bar'': Gender Differences in Job Search Beliefs Conventional wisdom states that women are less willing than men to apply for a job for which they feel only partly qualified. Is this due to gender differences in anticipated returns to meeting or exceeding the desired level of qualification for a job? In a series of studies, I investigate whether men and women rate more and less qualified candidates’ chances of being hired differently. In the lab, I elicit beliefs about callback and offer likelihood by having subjects "bet" on the outcomes of other applicants' job searches. In a stylized online labor market experiment, I observe subjects' job application decisions and elicit beliefs regarding how qualified they will appear to a recruiter. Across studies, I find that women anticipate the same or greater returns than men to moving from "not at all" to "somewhat" qualified for a position, but the same or lower returns to moving from "somewhat" to fully or "highly" qualified. Controlling for gender differences in willingness to rate one's own or others' resumes as qualified does not change the pattern of results. Consistent with these findings, women in my experiment do not differ from men in how likely they are to apply if they fulfill some, but not all, of the listed qualifications in a job posting. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Economics.

There are many possible sources for youth to become educated about sexuality and reproduction, however the media are cited as particularly powerful and prominent sources of information (Jaworski, 2009). Particularly in an era in which abstinence-only messaging dominates sex education, media become a source to which young people turn and where they receive much of their sex-based messaging. Due to backlash over problematic content that perpetuates gender stereotypes and relays harmful messages about sex and sexuality, some magazines, including Teen Vogue, have attempted to shift towards more feminist-minded content (Keller, 2011, Milkie, 2002). This study is a qualitative critical feminist media analysis that examined the framing of sex, sexuality, and reproduction content in a sample of 60 Teen Vogue articles, an online publication that targets adolescents and young adults. The analysis revealed that overall, articles conveyed positive representations of sexuality, advocating for affirming and evidence-based sex education, self-empowerment through knowledge, and comprehensive reproductive healthcare for all. However, contradictory frames of sex stigmatization and a reproductive rights framework that advocates primarily for abortion rights were still highly prevalent in the data. Considering media is a significant component of the sexual socialization of youth, Sex Positive framing of sexuality which prioritizes pleasure, healthy relationships and sexual dynamics, and inclusive and affirmative sex education helps to create new narratives in media concerning how sex is viewed. These messages may have positive impacts by creating healthier sexual scripts and becoming dominant narratives in the future. However, articles in the data also utilized fear-mongering tactics that are notoriously used in abstinence-only sex education. These messages aid in further stigmatizing young people not only for having sex but also for not being informed of the potential associated risks, creating a harmful paradox that may counteract the goals of sexual health and sex positivity. Additionally, reproductive rights and reproductive justice messaging and the presentation of policy updates relevant to young readers has the potential to inform and socialize young people to be better informed about sex and sexuality, which may, in turn, lead to greater sexual empowerment. Such messaging may also empower youth activists in a time of political turmoil, connecting teen readers to what is going on around them, and providing concrete actions they can take to create political change.

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Yes / FP7

No / FP7