Att kvinnor och män bedöms olika enbart baserat på könstillhörighet har tidigare kunnat konstateras i flertalet olika sammanhang. Föreliggande studie syftade till att undersöka hur personlighetsdragen hos en individ uppfattades beroende på om individen var kvinna eller man, samt huruvida skillnader i uppfattningen av individen gick i linje med generella könsföreställningar. I undersökningen deltog 105 socionomstudenter (M=23,3 år), vilka indelades i två grupper. Grupperna fick lyssna till olika versioner av en och samma inspelade dialog, där individen Kim framställdes med antingen kvinnlig eller manlig röst genom en röstförvrängningsmetod. Detta akustiska material hämtades från ett forskningsprojekt, Raising Awareness through Virtual Experience (RAVE), vid Umeå universitet. Formuläret Ten Item Personality Inventory (TIPI), som mäter personlighetsdrag utifrån femfaktorteorin, användes för att mäta uppfattningen av individen Kim samt generella föreställningar om kvinnor och män. Resultaten visade att en och samma individ uppfattades olika enbart baserat på könstillhörighet, då Kim som kvinna uppfattades mer extrovert, samvetsgrann, emotionellt stabil och öppen än Kim som man. Avseende generella föreställningar om kvinnor och män, ansågs kvinnor generellt sett mer vänliga, samvetsgranna och öppna än män, medan män generellt sett ansågs mer emotionellt stabila än kvinnor. Individen Kim som kvinna och man uppfattades både i linje med generella könsföreställningar och emot. Ett område att vidare undersöka är på vilket sätt könsföreställningar inverkar på oss i bildandet av en uppfattning av en individ. / The fact that women and men are judged differently solely on the basis of their gender has previously been found in several different contexts. The present study aimed at investigating how the personality traits of an individual were perceived depending on whether the individual was a woman or a man, and whether differences in the perception of the individual were in line with gender beliefs. The survey included 105 students at the bachelor of social service (M = 23.3 years), who were divided into two groups. The groups listened to different versions of the same recorded dialogue, where the individual Kim was presented with either female or male voice through a voice morphing method. This acoustic material was gathered from a research project, Raising Awareness through Virtual Experience (RAVE), at Umeå University. The Ten Item Personality Inventory (TIPI), which measures personality traits based on five-factor theory, was used to measure the perception of the individual Kim as well as general beliefs about women and men. The results showed that the individual Kim was perceived differently solely based on gender. Kim as a woman was perceived more extrovert, conscientious, emotionally stable and open than Kim as a man. Regarding general beliefs about women and men, women were considered more agreeable, conscientious and open than men, while men were considered more emotionally stable than women. The individual Kim as a woman and man was perceived both in line with and in opposite of gender beliefs. An area to further investigate is how gender beliefs affect us when forming an opinion of an individual.

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The inclusion of a gender perspective in medicine has shown that gender is an essential factor in health and disease, in medical encounters and also in medical students’ educational environment. The aim of this study was to explore attitudes, preconceptions and norms regarding gender within medical education and processes of gender bias. First, we explored medical students gendered beliefs about patients. Second, we examined the medical students ideas about their future careers. Third, we compared awareness on gender issues among medical students in Sweden and the Netherlands. Method and material The analyses were based on data from two different sources: one experimental study based on authentic patient narratives about being diagnosed with cancer and one extensive questionaire exploring different aspects of gender issues in medical education. Both studies had a design which enabled both qualitative and quantitative research and mixed methods was used. Study I (Paper I and II): Eighty-one anonymous letters from patients were read by 130 students of medicine and psychology. For each letter the students were asked to state the patient’s sex and explain their choice. In paper I the students’ success rates were analysed statistically and the explanations to four letters were used to illustrate the students’ reasoning. Paper II examined the 87 medical students’ explanations closer to examine gender beliefs about patients. Study II (Paper III and IV): The questionaire started with an open question where medical students were asked to describe their ideal future, it also included a validated scale designed to estimate gender awareness. Paper III examined 507 swedish medical students descriptions about their ideal future and compared answers from male and female students in the beginning and at the end of medical school. Paper IV compared gender awareness among 1096 Swedish and Dutch medical students in first term. Findings with reflections Paper I showed that the patient’s sex was correctly identified in 62% of the cases. There were no difference between the results of male and female students. However, large differences between letters were observed, i.e. there were some letters were almost all students correctly identified the patient´s sex, others were almost all students were incorrect and most letters were found somewhere in the middle. Another significant finding was that the same expressions were interpreted differently depending on which initial guess the medical student had made regarding the sex of the patient. Paper II identified 21 categories of justifications within the students’ explanations, twelve of which were significantly associated with an assumption of either a male or female patient. Only three categories led to more correct identifications of the patients’ sex and two were more often associated with incorrect assignments. The results illustrate how beliefs about gender difference, even though they might be recognizable on a group level, are not applicable on individuals. Furthermore, the results show that medical students enter the education with beliefs about male and female patients, which could have consequenses and cause bias in their future work as doctors. Paper III found that almost all students, both male and female, were work-oriented. However, the female students even more so than their male counterparts. This result is particularly interesting in regards to the debate about the “feminization of medicine” in which the increasing number of female students has been adressed as a problem. When reflecting on their own lifes and their future its obvious that medical students nowadays, male and female, expect more to life than work, especially those who are on the doorstep to their professional life. Paper IV found that the national and cultural setting was the most crucial impact factor in relation to the medical students preconceptions and awareness about gender. The Swedish students expressed less stereotypic thinking about patients and doctors, while the Dutch students were more sensitive to gender difference. In both countries, the students’ sex mattered for gender stereotyping, with male students agreeing more to stereotypes. Conclusions A gender perspective is important in medical education. Our studies show that such initiatives needs to take cultural aspects, gender attitudes and students’ gender into account. Moreover, reflections on assumptions about men and women, patients as well as doctors, need to be included in medical curricula and the impact of implicit gender beliefs needs to be included in discussions on gender bias in health care. Also, the next generation of doctors want more to life than work. Future Swedish doctors, both female and male, intend to balance work not only with a family but also with leisure. This attitudinal change towards their future work as doctors will provide the health care system with a challenge to establish more adaptive and flexible work conditions.

This paper will examine, how queer is represented in the animated tv-serie She-Ra and the princesses of powerfrom 2018-2020. To understand this work, the paper will define representation, gender and queer, and examine the visual and narrative elements in the tv-serie. Through a visual analysis, the paper can understand if the serie represent queer values. Then the paper will look at some characters from the serie, to see if their visual design and the narrative structure reflects queer characteristics. This means the paper will define what are queer values and how is it shown in the characters of the show. It will be supplied with theory about queer and gender, for examples Raewyn Connell and Stuart Hall. The theory will supply characteristics, which have defined the social norms about genders through history. This paper concludes that the tv-serie reflects queer values through it’s visual and narrative structure. The characters have queer personalities. I need this paper with a discussion of the effects of queer representation and other ways to look at the serie from a perspective of gender.