I detta arbete analyseras föräldrarna herr och fru Vidrigsson i boken Matilda av Roald Dahl (1990). Föräldrarna analyserades genom att tolka, förstå och förmedla vilket är ett hermeneutiskt perspektiv. Syftet med analysen var att få vetskap om hur föräldrarna gestaltas, vilka normer de bryter och vad deras funktion var i boken. Bakgrunden till arbetet ligger i att jag själv uppskattar boken och att jag tidigare hört både bra och dåliga åsikter om Roald Dahl och hans karikeringsteknik. Även för att Roald Dahl har många olika böcker som är fantastiska att arbeta kring i skolan för alla olika åldrar.

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The purpose of the current study was to examine the mediating role of anger proneness in explaining the relationship between masculine gender role stress (MGRS) and aggression. Additionally, the moderating effect of anger proneness was also examined. Both physical and verbal forms of aggression were examined in the current model. Participants were 163 male undergraduate students. The criteria proposed by Baron and Kenny (1986) and Holmbeck (1997, 2002) were followed to test for mediational and moderational effects. Hierarchical regression analyses were conducted. Results indicate that anger proneness does mediate the relationship between MGRS and aggression, particularly physical aggression. Tests for moderated effects were not supported. The clinical and theoretical implications of these findings are discussed. / Master of Science

A schooling system that claims to offer its students the opportunities to develop their talents and help towards self-determination in their adult lives might be expected to have a career structure itself that demonstrated these virtues, one in which there was equality of the genders in positions of influence and leadership, and no gender stereotyping of roles. Apart from the fairness and consistency of that expectation, it is also reasonable to expect the neutral template of teacher employment and textbook selection in schools. Many children may grow up with few books in their homes but lots of those in their schools. Many of the textbooks used in elementary schools, according to recent studies, contain gender stereotypes. In these, females are rarely found as central characters and when they appear at all, they are often passive figures dependent on male characters. Women are frequently shown in domestic roles / in most textbooks it is assumed that only males &#039 / go out to work&#039 / whereas daughters are the best helpers of their mothers whose sons are allowed to do what they wish. In the light of those allegations, this research is designed as a case study which addresses itself to the aim of looking into stereotyped gender role presentations existing in elementary school textbooks used by the students studying at 1st-5th grades in 2001/2002 academic year of an elementary school placed in Burdur and to see whether these students are affected by the exposure of those stereotyped gender role presentations. For this purpose, the textbooks being studied are analyzed according to pre-set categories to deduce how they include stereotyped gender role presentations and the evaluation of the effects of that exposure on students are made by asking 1st-3rd grade students to draw and 4th-5th grade students to write compositions on a given topic. This study also attempts to find out both whether Turkish elementary school teachers teaching at 1st-5th grades are aware of stereotyped gender role presentations in those textbooks that they use and their own points of view about stereotyped gender role presentations via interviews carried out with them. In conclusion, stereotyped gender role presentations are encountered in those analyzed school textbooks studied at 1st- 5th grades in 2001/2002 academic year of the elementary school placed in Burdur and the perceptions of those presentations are also obtained in the drawn and written productions of the students studied at the same school. Through the teachers&#039 / interviews, various kinds of perceptions towards gender role concept and its stereotyped presentations that take place in those textbooks are observed in their sayings

The Gender Role Stress paradigm asserts that individuals experience distress when they cannot or do not want to live up to the roles prescribed to their gender, and this stress is related to Gender Role Ideology. Within American Christian culture, gender roles are socialized and shaped according to tradition and the Bible. To investigate the intersection of these factors, Christian adults will respond to questionnaires about their Gender Role Ideology, Gender Role Stress, and religiosity. Significant positive correlational relationships between Gender Role Ideology and Gender Role Stress, between religiosity and Gender Role Ideology, and between religiosity and Gender Role Stress are expected for both men and women. However, Gender Role Ideology is expected to partially mediate any relationship found between religiosity and Gender Role Stress. This will imply that for Christian individuals, religiosity and Christianity are related to Gender Role Stress but this relationship is dependent on an individual’s beliefs about gender roles. Implications and further directions are discussed, including spiritual gender role negotiation and the sanctification paradigm.

Denna studie undersöker om, och i sådana fall på vilket sätt, traditionella könsroller kommer till uttryck i den fria leken i förskolan.  Detta syfte analyseras utifrån två frågeställningar vilka är:  * Vilka skillnader i val av aktiviteter finns mellan pojkar och flickor? * På vilket sätt ger barnen uttryck för de traditionella könsrollerna i leken?   Studien genomfördes i förskolans fria lek. Barnens val av rum skedde genom turordning och det barn som fick välja rum först hade fler valmöjligheter jämfört med det barn som fick välja sist. Som metod för datainsamling användes videoobservationer vid en förskola där etablerad kontakt mellan barn och observatör redan fanns. Totalt deltog 11 barn i åldrarna fyra till fem i studien. Resultatet av studien visar på att barnen agerade ungefär lika ofta enligt normer för traditionella könsroller, som de agerade könsöverskridande. Detta genom både val av lek och hur de agerade i leken.  Uppsatsen skrevs som en del under lärarutbildningen och kan bistå med att väcka lärares funderingar kring barns olika könsroller. Detta genom att diskutera könsroller och hur dessa skildras i barnens fria lek. / This study is based on social learning theory and intends to examine whether, and if so how, the traditional gender roles are expressed in the free play in preschool. This purpose is analyzed based on two issues which are: * How does boys and girls play during the free play in preschool? Are there any differences between the type of games they have chosen? * Will the traditional gender roles be expressed in boys’ and girls’ free play? How? The study was conducted in the preschool free play. Children’s choice of room was done by an activity board where the children who got to choose the room first had more choices as compared to the children who may choose last. Video observations were used as the method of data collection in the study. The observations were made at a preschool where established contact between the children and the observer already existed. The result of the study show that the children acted about as often under the standards of traditional gender roles, they acted as transgender. This, by both choice of play and the way they acted in the play. The essay was written as a part in my teacher education and it can contribute to arouse teachers to reflect about different gender roles in preschool. This by discussing gender roles and how they are portrayed in children’s’ free play.

The study analyses four of Elsa Beskow´s picture books from a gender perspective and with character analyis as the method. The aim is to find out how gender is presented in the picture books and how the books reflect their time. The study also discusses how the books can be used in today´s school. The result shows that the men in the four works have the greatest power. They are portrayed as deciding and dominating everything. The character analysis also shows that they are portrayed as being surly rather than cheerful. The women and the girls in the works are portrayed as capable, caring and cautious. The school curriculum states that school should aim to ensure that all pupils are treated equally regardless for sex. Beskow´s works reflect the gender roles that prevailed around 1900, and teachers need to be aware of this when the works are used in school today.

Women today are still highly outnumbered by men in the fields of science, technology, engineering, and mathematics (STEM). This study analyzes the relationship between girls’ gender role attitudes in adolescence and their likelihood of working in a STEM occupation between the ages of 25 and 30 years old. My paper focuses on how conservative gender role attitudes, with men thought of as the breadwinners and women as the homemakers, may negatively affect a woman’s likelihood of holding a STEM career. I use data from the National Longitudinal Survey of Youth (NLSY79) to analyze both a strict definition of STEM as well as a broader one that includes related professions in the social sciences and teaching. Via a regression approach, I hold constant other adolescent attributes to find a direct, negative relationship between adolescent girls with conservative gender role attitudes and future STEM careers. I find that for strict STEM careers, women are .46 percentage points less likely than men to work in STEM between the ages of 25 and 30 years old with statistical significance at the 1% level. Creating an interaction variable for conservative gender role attitudes and female, I distinguish by gender to find an additional improbability of holding a STEM job for conservative women. Conservative women are .32 percentage points less likely work in a STEM job between the ages of 25 and 30 years old with statistical significance at the 5% level. Helping to explain the gender gap in STEM, my results show that adolescent girls with conservative gender role attitudes are much less likely than boys to work in a STEM career.

Thesis (DTh (Practical Theology and Missiology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The purpose of this study was firstly to investigate Korean males’ gender role strain, its impact on their spirituality and identity, and the relationship between male gender role strain and the issue of power within the Korean context, based on Pleck’s male gender role strain paradigm. Firstly, the empirical study (in-depth interview with the fifteen Korean males within the Cape Town region) found that the majority of males (12 out of 15) experienced anger, shame, anxiety, helplessness, guilt and health problems as related to male gender role strains. Secondly, the research also indicated that their dysfunctional strain seemed to lead them to seek a God who guarantees material well-being, prosperity, and success, while their discrepancy strain seemed to generate an intense low self-esteem that is associated with a distant, callous and unfair God. Thirdly, this study indicated that the strains in their roles were closely related to the issue of power (12 out of 15). They identified the source of their strain as getting ahead, competition, winning, anxiety about performance, longing for a sense of superiority, a sense of comparison, and their wish to boast about their competency. The second purpose of this study was to examine whether a theological understanding of God’s vulnerability help pastoral care to address the problem of men’s power and psychological struggles (male gender role strain) - possibly to reframe the notion of power in order to foster spiritual maturity in males. In order to reframe the concept of power from a theological perspective (through reinterpretation of the notion of God’s power), the researcher has selected three interpretations of a theology of the cross and resurrection (Luther, Moltmann and Louw). Three interpretations of a theology of the cross and resurrection can contribute towards this paradigm shift. The first concerns our human existential predicament of helplessness, while the second is about the theological problem of God’s identity: God’s relationship to the notion of suffering. The third has an implication for pastoral therapy and identity formation. The research finding is that, if the concept of the pantokrator can be reframed by a pathetic interpretation of the cross, this theological reframing has consequences for the human understanding of power. A reinterpretation of God’s power could bring about a paradigm shift from the notion of power as strength, control, domination and success, to that of power as vulnerability, service and pathos of other-empowerment. Such a hermeneutics of power can foster spiritual growth and healing in males by helping them to shift their concerns to serving others, and empowering fellow human beings from pursuing strength and control. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was eerstens om die Koreaanse manlike geslag se spanning te ondersoek, en die impak daarvan op hul spiritualiteit en identiteit, asook die verhouding tussen die rol van die manlike geslag se spanning en die idee van mag binne die Koreaanse konteks, gebaseer op Pleck se rol van die manlike geslag se spanningsparadigma. Eerstens, die empiriese studie (in-diepte onderhoude met 15 Koreaanse mans in Kaapstad se omgewing) vind dat die meerderheid mans (12 uit elke 15) ervaar woede, skaamte, angs, hulpeloosheid, skuld en gesondheidsprobleme wat verband hou met spanning in hul manlike geslagsrol. Tweedens, die navorsing het ook aangedui dat hul disfunksionele spanning skynbaar daartoe gelei het om hulle ‘n God te laat soek wat materiële welsyn, welvaart en sukses waarborg, terwyl hul teenstrydige spanning skynbaar ‘n intense lae selfbeeld genereer wat verband hou met ‘n veraf, gevoellose en onregverdige God. Derdens, hierdie studie het getoon dat die spanninge in hulle rolle ten nouste saamhang met die aspek van mag (12 uit elke 15). Hulle identifiseer die bron van hulle spanning as vooruitgang, kompetisie, oorwinning, angs oor prestasie, die sug na ’n superieure posisie, die obsessie om altyd te vergelyk en die hubris oor eie vaardighede. Die tweede doel van hierdie studie was om na te vors of ‘n teologiese verstaan van God se weerloosheid vir pastorale versorging sal help om die problem van die manlike magsbeheptheid en sielkundige stress (spanning van die manlike geslagsrol) aan te spreek – moontlik om die begrip van mag te herdefinieer teneinde spirituele volwassenheid in mans te vestig. Om die konsep van mag vanuit ‘n teologiese perspektief te herdefinieer (deur die herinterpretasie van die begrip van God se mag), het die navorser drie interpretasies van ‘n teologie van die kruis en die opstanding (Luther, Moltmann en Louw) gekies. Hierdie drie interpretasies kan bydra tot hierdie paradigmaskuif. Die eerste gaan oor ons menslike eksistensiële toestand van hulpeloosheid, terwyl die tweede oor die teologiese problem van God se identiteit gaan: God se verhouding tot die begrip van lyding. Die derde het implikasies vir pastorale terapie en identiteitsontwikkeling. Die bevinding van die navorsing is dat, indien die konsep van die pantokrator herdefinieer kan word deur ‘n patetiese interpretasie van die kruis, dan het teologiese herdefiniëring gevolge vir die menslike verstaan van mag. ‘n Herinterpretasie van God se mag sou ‘n paradigmaskuif kon teweegbring vanuit die begrip van mag as krag, beheer, dominansie en sukses, na ‘n begrip van mag as kwetsbaarheid, diens en die patos van bemagtiging van andere. So ‘n hermeneutiek van mag kan spirituele groei bevorder en heling vir mans teweegbring deur hulle te help om hul kommer te verplaas na diens aan andere, en om hul medemense te bemagtig in plaas daarvan om krag en beheer na te jaag.

Differences between females and males in computer use have long been a concern. Over the past twenty years, the accessibility gap has closed and women’s use of the technology has equaled and in some cases surpassed men’s computer use. However, differences in patterns of use still remain. This study looked at underlying factors that may be involved in maintaining differences in use. Specifically, this study focused on differences in gender and gender role personality traits as they relate to microcomputer playfulness. Gender role personality traits are defined as the acceptance of stereotypic gender descriptors as applying to oneself according to the Personal Attributes Questionnaire (PAQ). The PAQ provides participants with ratings on the expressive (feminine) and instrumental (masculine) scales. The relationship between the scales yields the gender role personality traits expressive (high expressive, low instrumental), instrumental (low expressive, high instrumental), androgynous (high on both), or undifferentiated (low on both). Microcomputer playfulness or computer playfulness is defined as the tendency to be “spontaneous, inventive and imaginative when interacting with a personal computer.” It is measured by responses on the Computer Playfulness Scale. This study found that computer playfulness varied depending upon setting with participants being most playful when using a computer at home and least playful when using a computer at work. Those who score in the androgynous range of the PAQ also scored higher on the CPS than those who scored in the undifferentiated range. Finally, this study found that males tended to score higher in computer playfulness than females. Participants were also interviewed about their experiences of gender role personality traits and computer playfulness. Discussion of these results and suggestions for further research are included. / text