<p>This essay discusses the students’ thoughts about the teacher's response to their gender identity. The students discuss their right to have an intergender identity which means that they don’t identify themselves in the traditional sexes, <em>man and <em>woman, and the gender role each category has. They want to be called with a neutral pronoun and not be seen like boys or girls. </em></em></p><p>To understand these students’ point of view I used queer theory and discourse analysis to see the differences between sex and gender. Judith Butler the most famous philosopher in the field of queer theory emphasizes that there is no differences between sex and gender roles and explains that sex and gender roles are neither made by nature nor have mystery sources. Instead they are created by historical, social and cultural processes. She declares that language and the names we give each other affect what identities the society think are normal or not. There are many different identities that can’t be identified or categorized in the traditional gender roles. We have to think beyond these categories and not see people in only two sexes/genders, woman and man.</p><p>The Swedish schools have many values to work with and in these values it’s written that the teachers have to treat every student with respect and encourage them to grow and evolve. I investigate how the teachers react to the students’ transgender identities. The investigation is made with four different students who identify themselves as intergender. The study is based on interviews that took between forty and sixty minutes. The interviews were transcribed and written with spoken language. The main purpose of this essay is to investigate what the students thought about their teachers’ reaction.</p><p>The conclusion of this essay is that the students think that the teachers have insufficient knowledge about the transgender identities. The students want the teachers to have more knowledge about transgender identities. That will make the teachers more comfortable in their behavior against students who identify themselves between the traditional sexes.</p>

Das Geschlechtsrollenselbstkonzept, das sich im Laufe der Sozialisation in Auseinandersetzung mit den vorherrschenden Vorstellungen der umgebenden Kultur entwickelt, steht in Beziehung zu Affekten, Kognitionen und Verhaltensweisen in einer Vielzahl von Bereichen. Bisherige GSK-Instrumente messen jedoch nahezu ausschließlich den positiven Aspekt von Maskulinität und Femininität. Die Definition des allgemeinen Selbstkonzepts gibt diese Limitierung auf positive Valenz nicht vor, und aus gesundheitspsychologischer Sicht sowie der Gruppenforschung ist die Bedeutung negativer Eigenschaften zur Selbstbeschreibung bekannt. Vor diesem Hintergrund wurden sieben aufeinander aufbauende Studien durchgeführt mit dem Ziel ein neues Instrument zu entwickeln, deren Items zum einen kulturell aktuellen Eigenschaften zur Selbstbeschreibung entsprechen und zum anderen die Valenzunterschiede dieser Merkmalsbeschreibungen berücksichtigen. Nach einer kritischen empirischen Überprüfung des deutschen BSRI, um Schwächen der Items ausschließlich positiver Valenz aufzudecken, wurde eine neue Skala entwickelt, die von Beginn an auch negative Selbstbeschreibungen berücksichtigte um der Komplexität des geschlechtlichen Selbst gerecht zu werden. Aufgrund der Einschätzungen zur Typizität und sozialen Erwünschtheit sowie mit ersten Resultaten aus der Selbstbeschreibung wurde die Auswahl der Items für die Teilskalen vorgenommen. In zwei weiteren Studien wurden schließlich die vier neu entwickelten Teilskalen des neuen GSK-Inventars einer Validierung unterzogen. Jeder der Teilskalen wurden theoriegeleitet spezifische Konstrukte zugeordnet und es konnte nachgewiesen werden, dass alle Teilskalen ihren eigenen Beitrag zur Vorhersage psychologischer Konzepte leisten können. So standen beispielsweise die negativen maskulinen Eigenschaften in engerer Beziehung zu Aggressivität und machtbezogenen Werten als die positiven Aspekte der Maskulinität. Als Ergebnis dieser Entwicklung stehen am Ende vier kurze, unabhängige, reliable Teilskalen, die positive als auch negative Aspekte von Maskulinität und Femininität abbilden und mittels sehr unterschiedlicher psychologischer Erlebens- und Verhaltenskonstrukte validiert wurden, die die Unabhängigkeit der Skalen belegen und diese für einen Einsatz in der Forschung empfehlen. Die Einführung einer individuellen Wertkomponente im Zuge der Selbstbeschreibung, angelehnt an das bekannte Erwartungs-mal-Wert Modell der Motivations- und Einstellungsforschung, und die daraus mögliche multiplikative Verknüpfung von Selbsteinschätzung und persönlicher Wichtigkeit der Eigenschaften konnten den Aufklärungswert in Bezug auf unterschiedliche Validierungskonstrukte dagegen nicht verbessern und wurden daher nicht ins das Instrument integriert. / The gender role self concept - developed throughout one’s socialisation - has strong relations to a number of affects, cognitions and behaviours. Instruments to asses that part of the self have yet only relied on mostly positive aspects of masculinity and femininity. However, the definition of the self concept is not limited to that kind of merely positive valence, and from health psychology as well as group research the relevance of negative traits for self description is known and proven. Hence, in a series of seven studies, new items were developed that reflect actual cultural descriptions of masculinity and femininity including both, traits of positive and negative valence. Following a critical reflection of the German BSRI, to once more identify its weaknesses of positive scales only, four new scales are introduced, based on evaluations of typicality and social desirability. In two studies those four scales were allocated to specific psychological constructs of emotions and behaviours. It was shown that each single scale has its own relevance regarding the gendered self in prediction of validation constructs: negative masculine traits e.g. had a stronger relationship to aggression and power compared to positive aspects of masculinity. The result of that development and validation process are four short, independent, and reliable scales, that reflect positive as well as negative aspects of masculinity and femininity. The introduction of an individual importance measure as part of the self description - comparable to the expectation-value-model in motivation and attitude research - could not add any predictive power in the validation process and therefore will not be included in the final instrument.

<p>Research indicates that the advancement of women into top management positions is steadily increasing. However, it seems as if gender divisions in the workforce do not encourage equal opportunities for women in the labor sector. In the world of sport, gender equity has been promoted with some progress. However, this progress, both globally and in South Africa, is still limited both quantitatively and qualitatively. There has been very little research on the experiences of women in leadership positions, specifically in the field of sport. This study explored the experiences of female sports administrators in the workplace. This study employed a qualitative research methodology. Purposive sampling was used to select suitable candidates in the field of sport and recreation in the Western Cape, South Africa. Data was collected by using semi-structured interviews and data was analysed using thematic analysis. Results indicate that participants in this study experience gender bias in the workplace in terms of differential treatment, organizational fit and harassment and intimidation. Conclusions and recommendations are also offered.</p>

Vår studie, som omfattar sex intervjuer, fokuserar på genusmedvetenhet hos vägledare. På vilket sätt de arbetar med genus i mötet med elever för att vidga perspektiv och på vilket sätt de kan tänka sig att arbeta med att skapa en genusmedvetenhet hos elever i år 4-6. Vårt resultat visar att genusmedvetenhet är ett svårt begrepp som har olika betydelse för vägledarna. Vägledarna menar att de inte arbetar på ett planerat genusmedvetet arbetssätt idag men vi ser att de omedvetet arbetar med genusperspektivet genom olika aktiviteter. I arbetet med elever i år 4-6, vill vägledarna bidra på olika sätt med att vidga elevernas perspektiv gällande självuppfattning, yrken och arbetsmarknad. Sammantaget visar resultatet på att vägledarna är positivt inställda till att vara en bidragande faktor för att öka möjligheten till att elevers val grundas på det ”fria valet”, inte utifrån kön. Our study, which comprises six interviews, has focus on awareness of gender among counsellors. How they work with gender in the meeting with students to wide the student’s perspective and in which way they imagine to work to be able to create a awareness of gender in intermediate level. The result of the study shows that awareness of gender is a difficult conception which has different meaning for the counsellors. The counsellors mean that the ways they work today are not a planned way of working but we see that they are unaware of it. They work with gender in different ways. At the intermediate level the counsellors like to contribute in different ways to wide the student’s perspective concern self-knowledge, occupation and labour market. All in all the result shows that the counsellors have a positive attitude to take part in the work, to increase the possibility for students to make choices based on the “free choice” and not based on their sex.

The present study addresses the perceived gap in literature on contribution of managerial demographics to the innovation performance of manufacturing firms of 12 European countries so as to highlight the distinctive role of managers in a broader context. The managerial demographics is conceptualised as the managerial knowledge(education and experience), gender role (number of female managers), leadership role (top manager's years of experience) and, management ratio. The effect of managerial demographics is examined on two dimensions of innovation performance: first, the propensity of firms to perform innovation and, second, the innovation intensity of firms. We report that the role of female managers in innovation is more significant, than that otherwise emphasised in innovation literature, as evident in case of countries under study. And, the number of female managers have a positive impact on the innovation performance of manufacturing firms. Moreover, the results show that managerial experience also have a non-linear effect on the innovation performance of manufacturing firms. Finally, the implications of the findings are discussed in-detail.

The emergence in recent years of strong female musical artists asserting their sexuality as empowerment (Andsager & Roe, 2003; Gauntlett, 2002) has necessitated an evaluation of their depictions in music videos as perceived by contemporary target audiences. This study attempts to determine how viewers’ gender role identity, based upon gender schema theory (Bem, 1981; 1993) and measured through Bem Sex-Role Inventory (BSRI), relate to perceptions of female pop and hip hop artists’ music videos. It was hypothesized that sex-typed respondents would perceive portrayals as traditional more than other groups, whereas cross-sex typed respondents would perceive empowerment more than others groups. A convenience sample of 177 female undergraduate students was used for this cross-sectional study. Results did not support the hypotheses. Though some of the traditional items were found significant, no other significant differences emerged. Overall, gender role identity was ultimately found to have little relationship to perceptions of music video portrayals.

College is a time marked by a significant level of stress, especially for Latina students. One of the changes that often occurs during an individual's time in college involves one's gender role beliefs, shifting from traditional gender role beliefs to more liberal beliefs. Though a great deal of research has been done to show that college attendance plays an important role in the liberalization of gender role beliefs, little is known about this relationship for Latina students. This is particularly problematic as Latina students face unique challenges on the college campus, including issues relating to acculturation. Because the Latino cultural norms often dictate women to be dependent on their family, a move towards nontraditionalism can create family conflict and intragroup marginalization, both of which can contribute to psychosocial distress in ethnic minority groups. As Latina students face unique educational challenges, and may develop family conflicts, a supportive academic environment may serve to buffer some negative effects. This study conceptualizes this supportive environment as "academic families" which foster family like relationships in the college setting. This study examined the relationships between gender role beliefs, family conflict, family intragroup marginalization, academic family support, and psychosocial distress among a sample of 170 Latina college students to get a clearer picture of how changing gender roles impact this population. A statistically significant relationship was found between gender role beliefs and family intragroup marginalization, as well as between gender role beliefs and family conflict, though different from initially hypothesized. A statistically significant relationship was also found between family conflict and psychosocial distress, though academic family support was not shown to moderate this relationship. Implications for researchers and educators are also discussed.

Although researchers have begun to show critical interest in men as gendered beings, there has been little in-depth theoretical analysis or scholarly development in the area. Most writing has focused only on defining the problems of men's destructiveness and emotional illiteracy. Virtually no attempts have been made to develop theoretical models capable of cultivating alternative, more psychologically and socially adaptive patterns of male behaviour, identity formation, development and social role acquisition. A small purposively drawn sample of eight profeminist men (nominated by prominent self-declared feminists in the community), along with one men's rights activist, were asked to recount their personal experiences involving gender issues during unstructured interviews. Intensive qualitative analysis, drawing on phenomenological, reflexive postmodern/constructionist and postpositivist/grounded theory techniques, was used to interpret and organize the data into groups of related constructs, which were refined, organized and re-organized according to the emerging schematic model. This model illustrates the complex developmental process of personal profeminist change and social transformation experienced by the nine men interviewed. Their life experiences are presented in separate chapters along with highlighted/annotated variations of the developmental model derived from the interpretive analysis. Analysis revealed that participants were either raised in traditional, patriarchal families or in less traditional, less clearly defined, androgynous family environments. Although both groups of men experienced aspects of gender role strain or incongruence, men raised in patriarchal environments seemed to experience greater strain and more difficulty working through conflicts arising from recent challenges to their masculinity. From an early age, the androgynous men appeared to successfully integrate conflict and shame within the context of rich relationships established under both patriarchal and feminist influences. Only recently challenged by feminism, the men raised exclusively in patriarchy seemed stuck in a somewhat more confusing, vulnerable space between patriarchy and feminism. Several of the more androgynous men acknowledged this gap, and worked to bridge it in their communities by forming alliances and creating synergy through a process of conflict engagement and conflict resolution. As suggested by the men's experiences and the resulting model, integrating gender-related conflict in the contest of a firm, yet compassionate and synergistic community was key to congruent profeminist experience. The strengths, limitations and implications of the model developed herein are discussed in relation to current theory on masculinity, male development and men's role infeminism. Although the model was developed on the basis of intensive analysis of only a small sample of men, it is consistent with current theory and promises to inform psychotherapeutic technique in counselling men.

The aim of this study is to to look deeper into the subject of father’s rights to his child in relation to the rights of the mother in custody feuds. The hypothesis was that fathers were being discriminated in relation to mothers when it came to child-custody. This research has been done as a literature study with content analysis. The study has used to theoretical concepts to guide the focus in the analysis. The theoretical concepts are: the concept of Rights and the Gender Role Concept. The main results of the study showed that men were not being discriminated in legal context. However, a secondary result was that men could be considered to be discriminated from a gender role perspective. Gender role constructions and inequality was found to have effect on the outcome in custody feuds.

This essay discusses the students’ thoughts about the teacher's response to their gender identity. The students discuss their right to have an intergender identity which means that they don’t identify themselves in the traditional sexes, man and woman, and the gender role each category has. They want to be called with a neutral pronoun and not be seen like boys or girls. To understand these students’ point of view I used queer theory and discourse analysis to see the differences between sex and gender. Judith Butler the most famous philosopher in the field of queer theory emphasizes that there is no differences between sex and gender roles and explains that sex and gender roles are neither made by nature nor have mystery sources. Instead they are created by historical, social and cultural processes. She declares that language and the names we give each other affect what identities the society think are normal or not. There are many different identities that can’t be identified or categorized in the traditional gender roles. We have to think beyond these categories and not see people in only two sexes/genders, woman and man. The Swedish schools have many values to work with and in these values it’s written that the teachers have to treat every student with respect and encourage them to grow and evolve. I investigate how the teachers react to the students’ transgender identities. The investigation is made with four different students who identify themselves as intergender. The study is based on interviews that took between forty and sixty minutes. The interviews were transcribed and written with spoken language. The main purpose of this essay is to investigate what the students thought about their teachers’ reaction. The conclusion of this essay is that the students think that the teachers have insufficient knowledge about the transgender identities. The students want the teachers to have more knowledge about transgender identities. That will make the teachers more comfortable in their behavior against students who identify themselves between the traditional sexes.