This study examines the Swedish Basketball Federations work with Strategy 2025 as a means for gender mainstreaming. The aim of this study was to examine how the Federation constructs gender equality within their organization and how that becomes evident in their daily work. The aim was also to investigate which opportunities and challenges emerges during this process. By analyzing project documents as well as other documents related to the organizations gender policy and interviews, the study investigates how the concept of gender equality is understood and implemented. The analysis of the material was inspired by Carol L. Bacchi’s method “What’s the problem represented to be?”. The method examines which problems are explicitly presented as well as what is left as ‘unproblematic’. This is meant to identify which and if there are any silences within the problem description. The study exposes a construction of gender equality based on quantitative measures and within a future perspective, as something that will be achieved over time. And through Strategy 2025 two dominant problem representations emerge. These problem representations are an unequal representation and a gendered view on coaches and recruitment. The results indicate that gender mainstreaming becomes an administrative routine as a result of gender equality being understood as a qualitative measure.

In light of new social risks, such as the decline in fertility rates in large parts of the industrialised world, family policies – for example parental insurance and public childcare – appear to put increasing focus on the individual’s ability to combine labour market employment with family life. This means that individuals become less dependent on their families, conceptualised as an individualisation of policy. Some argue, however, that family policy trends are more ambiguous than usually framed. The aim of this essay is to contribute to research on family policy by examining whether traits of familising policy – policies which increases one’s dependence on one’s family – are found even within countries usually described as fully individualised. This is to be achieved by an in-depth study of the current Swedish policy trajectory, which is often portrayed as a leading example of the individualising trend.  By performing a qualitative content analysis on a Swedish government inquiry from 2017 about the parental insurance model, familising and individualising policy aspects are searched for. The main finding of the essay is that while the individualising aspects of Swedish family policy exceed the familising aspects, there remains some policy traits with familising functions. This is mainly in relation to the degree to which policy is prepared to intervene in gender-unequal behaviour, affecting women’s real possibility of combining work and family. The clearest example is that the parental insurance model still targets couples as a unit: the larger part of the parental leave days are proposed to be available for parents who live together to divide between them as they like.

Magister Legum - LLM / This study explores the nexus between gender inequality and food security through the lens of female students at tertiary institutions in South Africa. It aims to highlight the gendered dimensions of the political, socio-economic and cultural structures contributing to South Africa’s national food crisis. In so doing, it argues that legislation on the right to food with specific gender considerations is essential for ensuring food security for female students on campuses in particular and women in general.

In today's schools, gender equality is a widely discussed topic among pedagogues. During our internship we had a differencing experience regarding the equality work done by each school. The aim of this study is to investigate how pedagogues teach gender equality in primary school and what difficulties that brings to the educational process. This was approached by gathering information from various papers published online in databases made available to us by Malmö University. We chose to restrict the search parameters to include mostly Swedish research as it’s mostly relevant for our line of work. The result shows research about how Swedish and some international schools work with gender equality. Most of the papers also include difficulties when teaching gender equality. The conclusion of the discussion is that pedagogues use different methods when teaching about the topic. For example value transmission, equality work is not included in regular teaching and to use books in gender equality work. Some difficulties have occurred. For example lack of competence, lack of time, a feeling that the assignment is difficult to interpret and that books contain the traditional gender roles, which complicates gender equality work. We have come up with how to further research the values.

For quite some time, it has been discussed that women are underrepresented in company boards. Furthermore, when they are a member of a board, they tend to have lower positions than men, meaning they have less power. One way to start solving the problem is to have more women in company boards and ensure they too have high positions. However, only having more women present might not be a complete solution. They also need space to speak to share their competence, ideas, and thoughts. Although, people tend to perceive women as more talkative than they actually are. For example, if a woman and a man speak the same amount of time, the woman is often perceived as having talked more than the man. To identify this problem, this study aimed to train a machine learning model that takes a recording of a meeting as input and calculates the time women and men spoke in percentage. The training data was based on 1266 episodes from the radio show “Sommar och Vinter i P1” where all episodes contained one speaker, different each time. 633 episodes contained female speakers and 633 contained male speakers, all speakers spoke Swedish in the recordings. Four different models were trained using different training data, where logistic regression is the best performing algorithm for all four. The four models were evaluated using evaluation data and they showed to not differ significantly in performance. The subsequently chosen model was tested on two recordings with both male and female speakers, where the resulting accuracy was 83.5% and 83.1%. The application developed in this study can help identify the speaking space given to women in the workplace. However, how this tool could be used to achieve a more equal workplace still needs further research.

Gender equality is something that most countries around the globe are trying to achieve. Education is one of the major factors that can bring about significant change as it can shape young minds to nurture a more equal future. This thesis aims to look at a very specific but important part of the education system: textbooks, by investigating them through the lens of intersectionality and gender roles. The purpose is to identify what the status of Indian textbooks is in terms of gender and intersectional awareness and identify gaps if there are any so that necessary interventions could be designed. The intersections that I will be specifically looking at are gender, religion, caste, disability, and age. I will also be investigating whether these textbooks represent gendered and intersectional identities and if so, in what capacity.

When it comes to gender equality and education, teachers become the influential element of change as their proximity and classroom interactions with students can facilitate more gender sensitive teaching. This thesis aims to investigate the efforts made by India and Sweden to teach their teachers about gender and intersectional practices and sensitivity training and then analyse what one system can borrow from the other, while investigating the role of geo-politics in all of these. The thesis looks at efforts in forms of guidelines, strategies, and manuals that come from each country. The material is read closely, analysed, and then compared to determine what can be borrowed for both. The thesis presents its analysis from the theoretical lens of gender and intersectionality, transnational feminism, and decolonial feminism. The implications of this thesis are tangible as well as intangible, however - the biggest one is building a bridge between two countries to share knowledge and strategies in order to bring about a change in education systems which will ultimately create a ripple effect of gender awareness

The firstly explicitly adopted Feminist Foreign Policy was developed in Sweden in 2014. Since then, seven countries have so far adopted a so-called Feminist Foreign Policy. Nevertheless, no common definition of Feminist Foreign Policy has been agreed upon, nor by the States neither by the scholars. Different States have therefore adopted Feminist Foreign policies with different understanding. Recently adopted Feminist Foreign policies in Europe, France (2018), Spain (2021) and Germany (2023) have been hardly analysed against feminist perspectives and Feminist International Relations theory. To contribute to fill in in this gap the research aims at responding to the following research question: What understanding of feminism and feminist International Relations theories underpin the different Feminist Foreign Policies? The findings demonstrate that FFPs are not a unified phenomenon, they are not grounded on a common understanding of feminism and feminist theories. These three Feminist Foreign policies differ in their gender transformative ambitions, understanding of gender equality, embracement of intersectionality or appetite for inclusion and listening to marginalized groups. Diverse perspectives of feminism and elements pertaining to Feminist International Relations theory have strongly influenced the Feminist Foreign policies of France, Spain and Germany in dissimilar ways.

This thesis aims to analyze and trace gender normativities and stereotypes in the testimoniesfrom the #metoo call #nödvärn (2017) and #nödvärn 2.0 (n.d) in Sweden within the policedepartment. This thesis includes a qualitative thematic analysis of the material combined witha positioning theory. The analysis is based on testimonies from #nödvärn and #nödvärn 2.0regarding harassments inside the Swedish police force. The theoretical framework in thisthesis are based on queer theory with concepts like gender norm, normativities andstereotyping that are illuminating in the material. The thesis also includes an intersectionalapproach to understand the hierarchical perspective between gender and sexuality that areconsisting through the material. This thesis contributes to research due to the missing LGBTQperspective. The analysis shows clearly stated gender stereotypes in both genders, but alsodifferent stereotypes according to status and sexuality in the testimonies. This with a strongconnection to the macho norm that are consisting throughout the previous research andanalysis, with other normativities illustrated such as gender normative and heteronormativity.Finally, there is a hierarchical level illustrated in the analysis related to inclusion andexclusion by categorization.

This thesis focuses on the inadvertent consequences, and thus the effectiveness, of sanctions.The purpose is to examine the impact of sanctions on girls’ education, and thereby on genderequality, in targeted states. The employed theoretical framework, based on previous researchin the concerned academic field, step by step connects how the implementation of sanctions isexpected to negatively affect girls’ education in targeted states. By deriving hypotheses fromthe theoretical framework, which are then tested through a quantitative methodology, thevalidity and effectiveness of the theoretical framework in explaining the scientific problemare evaluated. Thus, the thesis aims to complement previous predominantly qualitative workin the field by reaching more generalizable conclusions. Among the generated results, very few are statistically significant and should therefore beinterpreted with caution. However, nearly all of the regression coefficients exhibit a directioncontrary to the expected outcomes. Consequently, this thesis does not find support for thenotion that sanctions necessarily have a negative impact on girls’ education, and thereby ongender equality, in targeted states. These findings are inconsistent with the applied theoreticalframework and previous research in the field. This call for further research to enhance theunderstanding of the scientific problem specifically, and the hidden cost of sanctionsgenerally.