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Background – This study discusses gender-based differences in investment behaviour and its economic consequences. Despite significant advancements in gender equality, inequalities such as the gender wealth gap exist. This paper explores the difference in investment behaviour and factors that influence said behaviour. These behavioural factors include risk, overconfidence, financial literacy, as well as hindrances based on bias and stereotypes. Financial advisory as a tool can aid in bridging the gap between men and women when it comes to risk assessment, confidence levels, and hindrances. This paper argues that patience, a traditionally feminine virtue, is a key factor in rational investing and encourages breaking gender-based stereotypes within finance to bridge the gender-based investment gap.   Purpose – This paper aims to investigate gender-based differences in investment behaviour to explain the investment gap. By combining several sources, this paper seeks to understand the foundations of investment behaviour and identify tactics to address wealth disparity. The research gap the report aims to address is the lack of a comprehensive understanding of the multifaceted issue of investment behaviour. Overall, the paper seeks to identify gender-based investment differences and investigate the factors behind the cycle of wealth inequality.   Method – A mixed-methods approach is used, which includes two sources of quantitative data. These consist of a survey and secondary data, where the survey is founded on semi-structural interviews. For the survey, a convenience sample is used, and descriptive statistics, t-tests, and univariate ANOVA make up data analysis.   Conclusion – This thesis highlights the casual acceptance of investment behaviour between genders and the adverse effects of the existing disparities in investments. The statistical tests, interviews, and secondary data show that women tend to view investments differently than men, start long-term investments earlier, and exhibit patience in their investment style. However, women lack confidence and willingness to try, which can be overcome with tools such as education and financial advisory.

This study aims to identify barriers to female leadership and expose new strategies to address those barriers. Nevertheless, raise more awareness of the subconscious bias and gender stereotypes that may impede women's career development. Qualitative data has been conducted through semi-structured interviews and analyzed according to the thematic narrative analysis model. The study finds that subconscious bias toward male leadership styles still exists within male-dominated fields and how agentic leadership styles earn greater credibility from both men and women within the STEM field. This study can conclude that women in STEM fields must work harder to prove their competence compared to their male counterparts and the importance of utilizing coping mechanisms.

This dissertation makes use of theoretical frameworks drawn from development theory, ecofeminism, climate science, environmental and distributive justice, and human rights to provide gender analysis of climate policy, including climate finance.The problem addressed is that climate impacts are exacerbating food insecurity that is women's responsibility in the global South. First, I use literature in climate science to detail the impacts of climate change on agriculture in Africa and show how this exacerbates women's poverty that is driven already by persistent socioeconomic inequalities and gender bias. I conclude that women as food producers are especially vulnerable to climate impacts on food security. Next, I assess international climate policy through gender analysis of the United Nations Framework Convention on Climate Change (UNFCCC) against other United Nations (UN) gender policies, followed by gender assessment of Ghanaian climate policy. I conclude that both international and Ghanaian policy fail adequately to address gender and women's needs, despite making advances on gender-inclusion and gender-sensitivity since the turn of the century. I then present a case study in climate finance by evaluating the capacity of an Adaptation Fund Project (AFP) in northeast Ghana to meet women farmers' needs. I gather data from Project implementers and intended beneficiaries, i.e. women in village communities, using interviews and focus group discussions. I conclude that the Project is not successful in engaging women and identify reasons for this failure, including slow distribution of funds to implementers, petty corruption, and community gender biases. In the final chapter, I summarize my findings and make recommendations for policy interventions better to meet women's climate adaptation needs in order to maintain food security and avert the humanitarian crises in hunger that are already well underway in Africa.

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This degree project is a quantitative study of dialogues and speaking exercises in twelve EFL textbooks used in secondary schools in Sweden. The chosen textbooks are from the four textbook series Happy, Time, Whats’s Up? and Wings Base Book. The aim is to investigate if there is any over-representation of female or male characters in the textbook dialogues. We will be looking at four different typologies, namely the number of initiated dialogues, turns taken, number of characters and words used. Previous research concerning classroom interaction, scholastic performance, textbooks and textbook dialogues is included to provide some background into this area. The findings show over-representation exists in all the textbook series in various degrees of both female and male characters. This degree project maps the over-representation of female and male characters both in the four textbook series and the twelve individual textbooks. Our results will show that while a textbook series might over-represent one gender it does not necessarily mean that the individual textbook within that series over-represents the same gender. The findings make it clear that educators need to be aware of gender-biased textbook dialogues in order to be better equipped to ensure equal opportunities for all learners.

The goal of this project is to involve adolescents in the design of their own social robots, and to explore their concerns and opinions about social robots during the design process. To support their design efforts, I have developed a digital toolkit that includes features for customizing the appearance, personality, and reactive behaviors of the robots. In addition, this paper presents some of the adolescents’ views on gender and robots that were elicited during the project. The insights and feedback from the participants can inform the design of future outreach robots and improve their social interactions with adolescents. / Målet med detta projekt är att involvera ungdomar i designen av sina egna sociala robotar, och att utforska deras oro och åsikter om sociala robotar under designprocessen. För att stödja deras designinsatser har jag utvecklat en digital verktygslåda som innehåller funktioner för att anpassa robotarnas utseende, personlighet och reaktiva beteenden. Dessutom presenterar denna artikel några av ungdomarnas syn på genus och robotar som framkallades under projektet. Insikterna och feedbacken från deltagarna kan informera om utformningen av framtida uppsökande robotar och förbättra deras sociala interaktion med ungdomar.

Private tutoring is prevalent in Egypt and other developing countries. Nonetheless, the literature on tutoring is still small. The purpose of the first paper in this thesis is to gain an understanding of the determinants of tutoring in Egypt using micro-level data and to investigate whether gender bias exists in tutoring decisions. It is expected that since labor market outcomes are less favorable to girls and gender disparities are present in educational investments in general, parents would be less willing to invest in tutoring for girls. Surprisingly, however, no gender bias is detected with respect to tutoring. The absence of bias is a puzzling finding. Tutoring is used to enhance children's education performance and give them a competitive edge. Socioeconomic level was found to be an important predictor of tutoring investment in the first paper. This poses equity concerns. Therefore, it is important to examine whether tutoring pays off in terms of better educational outcomes. The literature on tutoring effects mostly does not take into account the potential endogeneity of tutoring. I estimate the effect of taking tutoring on the likelihood of joining the secondary level stream that leads to university in the second paper of the thesis. I use a proxy for the supply of tutors as an instrument for taking tutoring. Without instrumenting, tutoring has a statistically significant positive effect. After introducing the instrumental variable, this effect disappears. However, the estimate of the tutoring coefficient is imprecise and there is some evidence that the instrument variable does not have sufficient power to get a reliable estimate of the tutoring effect. The expectation of better marriage prospects for an educated woman may influence parental educational investment decisions and this can be the answer to the puzzle of apparently equal tutoring investment by gender as found in the first paper of the thesis. The third paper examines how female education improves marriage characteristics in Egypt. Findings show that highly educated women are more likely to marry a highly educated husband. They are also more likely to man-y a husband with a high pre-marital wealth level and to live independently upon marriage. Higher levels of female education are negatively associated with marrying a relative. Female education plays an insignificant role with respect to the share of marriage costs borne by a bride and her family. / Thesis / Doctor of Philosophy (PhD)

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