The fresh idea of including men in feminist campaigning might be a reaction to a postfeminist context with much uncertainty towards the feminist movement and arises a never-ending complex and contested issue within the feminist theory. This research aims at understanding the rise of feminist communication on social media, particularly on Instagram, with a special focus on men’s representation and involvement. Therefore, this paper will study men’s engagement in feminist digital campaigning on Instagram; and their representation and participation in this type of activism without ostracizing women. In recent years, social media have gained an increasing number of users, transforming these platforms into daily communication tools. Notably, Instagram has achieved considerable success with a growing use in e-commerce campaigns and social activism. In this context, this report will reduce its scope to Instagram feminist accounts in Spain and will consider the potential of social media for change by conducting surveys to feminist organisations and social media users and analysing the contents published by feminist influencers. All in all, this study responds to existing debates on how (or if) men should be included in the feminist movement. The clear conclusion to this DP is that there is not a simple answer to this matter.

Is there a symbiosis between gender equality and teaching materials? If yes, are we talking about representation, a percentual divide of pages or of anti-oppressive pedagogy? This study has its origins in the social science subject within the Swedish school system and focuses on analyzing the gender equality in textbooks. It is of importance as gender equality is a central topic in the Swedish curriculum on which the education is built on. The purpose of the study is to gain knowledge about how gender equality is portraited in textbooks addressed for the Swedish upper secondary school. The basis for this study sets in the anti-oppressive theory combined with a performative approach and the discourse of sencemaking. The anti-oppressive pedagogy addresses social values in relation to gender roles and the upholding of hierarchies. The performative approach works together with sencemaking to describe the textbook’s co-creation upon perceptions of reality. It states that if something is repeated enough times, patterns and values are made that outlines the gender roles in society. The method used in this study is a qualitative text analysis by means of evaluating the concept of gender equality as well as to investigate how it is presented, pictured and mediated through the texts.   The study shows that gender equality is limited within the textbook to a political goal with emphasis on labor legislation, and foremost about wages. Gender equality is also portraited mainly by means of statutory formal change, which neglects the operative gender equality. It also shows that women somewhat are excluded from representation even within the content of their own historiography. Men are given more content in total which could lead to difficulties for female pupils to find the text meaningful by means of representation. Sweden is viewed upon as a pioneering country when it comes to gender equality and is compared to other countries less influent work on the subject. This could influence the correlation of power between westerners, Swedes included, and the others in relation to the performative approach. Finally, the study argues for the balance between managing gender equality as a separate text episode as well as it being integrated in other sections of the textbook.

Le monde sportif apparaît souvent comme un miroir grossissant de la société. Il peut être ainsi considéré comme un analyseur particulièrement pertinent des processus de construction du genre et des rapports sociaux de sexe dans les sociétés contemporaines. L’institution sportive, d’abord créée par des hommes pour des hommes, demeure particulièrement rétive à laisser plus de place aux femmes. Les institutions se féminisent mais le plafond de verre perdure.Les politiques pour l’égalité en France ont d’abord été sectorielles (droits civiques, droits à disposer de son corps, égalité professionnelle, etc.). Il en est de même en Europe où l’article 119 du traité de Rome pose le principe de l’égalité par une politique « pour le marché » (égalité de rémunération entre travailleurs féminins et masculins). A partir des années 90, la persistance des inégalités pousse l’Europe vers une autre approche de l’égalité, notamment au travers de sa prise en compte dans l’ensemble des politiques (approche globale et intégrée : gendermainstreaming). La France, en tant qu’État-membre, se devait d’intégrer l’acquis communautaire.La nomination en 2012 du premier gouvernement paritaire de l’histoire de la République (17 hommes et 17 femmes) et le rétablissement d’un ministère des Droits des femmes de plein exercice a montré l’engagement de l’État Français dans une nouvelle étape de mise en œuvre de la politique de l’égalité entre les femmes et les hommes. En s’inspirant du modèle européen, l’interministérialité comme renouveau des politiques publiques s’est déclinée depuis cette date. Entre 2012 et 2017, la thématique des Droits des femmes a fluctué entre ministère de plein exercice et secrétariat d’État. La loi du 4 août 2014 inscrit le principe d’égalité au cœur des politiques sportives notamment au travers de deux articles (article 56 relative à la protection des personnes victimes de violences et à la lutte contre les atteintes à la dignité dans le domaine de la communication - article 63 sur l’égal accès des femmes et des hommes aux responsabilités professionnelles et sportives).La thèse étudie les conditions, les instruments et les acteurs de la synergie interministérielle et son impact sur les politiques sportives. Elle analyse les plans de féminisation des fédérations afin de repérer la rentabilité différenciée de chacune d’entre elles à investir la thématique. Elle prend appui sur un audit territorial (département de Seine-et-Marne) afin de rendre compte des processus opérants de cette politique : logique descendante de la politique nationale (valorisation des plans de féminisation) ou logique expérimentale (éruptions ou plus rarement innovations locales). / The Sport world is often described as a magnifying glass of society. The sport world may be considered as an extremely relevant analytical tool to describe the socialization process and the gender relations between women and men in contemporary societies. The Sport institution founded for men and by men is particularly reluctant to make women play a much more prominent role. Although women become more prominent in several sectors, the glass ceiling is still very apparent.The gender equality policies in France have been sectoral (civil rights, the right of control over one’s own body, professional equality…). It is the same in Europe where Article 119 of the Treaty of Rome poses equality from a market policy point of view (equal remuneration for work of equal value for female and male). Since the 90’s, the reality of social inequalities persisting over time has led Europe to another approach regarding equality, in particular by taking into account all the government policies (global and integrated approach: gendermainstreaming). France, as a member state shall integrate “acquis-communitarian”.In 2012, the nomination of the first Government respecting parity in the Republic history (17 men and 17 women) and the restoration of the Women rights Ministry demonstrated French Government commitment for a new step for the equality between women and men. Inspired by the European model, inter-ministeriality have been applied as a renewal of public policies. Until 2017, Women’s rights thematic has fluctuated between full-exercise Ministry and and State secretariat. The 4 August 2014 law represents the equality principle in the center of the Sport Policies, in particular through two articles (Article 56 regarding the protection of victims of violence and the fight against human dignity violation in the communication domain – Article 63 on the equal access for women and men to sport and professional responsibilities).The thesis investigates the conditions, tools and actors of the inter-ministerial synergy and their impact on Sport related policies. It analyses the feminization plan of federations in order to evaluate the differentiated profitability of each of them to invest the thematic. It takes support on a territory-related audit (Seine-et-Marne department) to account for the operating process of this politic: top-down logic from the national policy (feminization plan valorization) or experimental logic (eruptions or more rarely local innovations).

This thesis explores constructions of meaning, or frames, surrounding the policy of women’s hours in public debates and municipal settings, using newspaper articles and municipal documents as main empirical sources. Departing from the puzzle of how women’s hours are depicted as both gender equitable and gender inequitable in the debate, the thesis draws on previous research of how gender equality and multiculturalism relates to each other, potentially producing tensions in policymaking and discourse. Although Sweden has often been noted for its exceptionality in both dimensions, research suggests that multiculturalism has lost its favorable status in Sweden. To understand the impact framing may have on institutions, analysis is grounded feminist discursive institutionalism. The analysis is realized in two steps. First, the analysis identifies four frames, two supporting and two opposing, most prominently used to construct and depict women’s hours in public debate. Second, the analysis zooms in on the three municipalities Västerås, Haninge and Västervik, exploring the relationship between framing and outcomes. The thesis finds that the frames of women’s hours are often involved in culturalist language, depicting women’s hours as a Muslim policy, or, implicitly, depicting women’s hours as a gender equal policy by connecting it to other women than Muslim. In relation to institutional outcomes, the thesis finds that if the policy is constructed in a Muslim-culturalist language - that is, diagnosed as a Muslim practice - it leads to disapproval. If the policy is constructed as a gender equal policy beneficial to “all” women, it seems more accessible to keep. In line with previous research, the findings are suggestive of how the idea of multiculturalism as a problem seems to have become salient while gender equality remains a highly attractive master frame, contributing to how the policy of women’s hours is adopted only if successfully connected to other groups of women than Muslim.

No description available.

Los gobiernos de alrededor del mundo se han propuesto como meta alcanzar la igualdad de género en el año 2030 (Objetivo #5 de la Agenda 2030 para el Desarrollo Sostenible de las Naciones Unidas) mediante la implementación del gender mainstreaming (o perspectiva de género) en todas las políticas y acciones de la vida pública y privada. Como consecuencia, las universidades están reconociendo cada vez más la necesidad de incorporar esta estrategia en la docencia universitaria al objeto de formar a los/as egresados/as para una práctica profesional futura en igualdad de género. Esta tesis doctoral examina la formación inicial en género de estudiantes de educación de grado y posgrado en una institución universitaria española utilizando un enfoque de investigación mixto. Específicamente, explora las percepciones de los estudiantes y del profesorado sobre la incorporación de la perspectiva de género en tres programas de formación de docentes de educación infantil, primaria y secundaria. Las preguntas que guiaron el proyecto se desarrollan a través de tres estudios (Estudio 1, Estudio 2 y Estudio 3) y cinco trabajos (Trabajos I, II, III, IV y V) enfocados al diseño y validación de instrumentos de medición fiables y válidos para evaluar la formación en igualdad de género de docentes en formación, el nivel alcanzado por los estudiantes en competencias de género al término de su graduación, así como las percepciones y experiencia del profesorado en relación a la docencia con énfasis en género. Los hallazgos de la tesis se ofrecen como orientación para el diseño y desarrollo de una guía de buenas prácticas para la incorporación de la perspectiva de género en la formación inicial docente de la institución participante, particularmente en los programas de educación infantil, primaria y secundaria. / Governments worldwide have set the goal of achieving gender equality (GE) by the year 2030 (Goal #5 of the 2030 United Nations Agenda for Sustainable Development) through implementing a gender mainstreaming (GM) strategy in all policies and actions of private and public daily life. As a result, higher education institutions are increasingly recognizing the need for mainstreaming gender in education as a way to developing gender competence in university students and through their future practice as professionals so they can contribute to create gender equitable societies. This doctoral thesis examines GE training in higher education at a teacher education institution in Spain. Specifically, it explores student teachers’ and teacher educators’ perceptions on how GM is perceived and is addressed in two undergraduate and one graduate teacher education programs using mixed methods research. The main research questions guiding the project were examined through three underlying research studies (Study 1, Study 2 and Study 3) and five papers (Papers I, II, III, IV, and V) where the focus was on designing and developing valid and reliable measurement instruments to assess GE training in teacher preparation, the extent to which student teachers acquire gender competence when they graduate, and teacher educators’ views and experience of GM. The findings from this thesis may enable the participating institution to develop and improve GM best practice guidelines in teacher training, particularly in early childhood, elementary, and secondary school education programs.

Sverige är Europas mest jämställda land. Däremot anser männen i större utsträckning än kvinnorna att vi lever i ett jämställt samhälle. Den föreliggande studien genomfördes för att undersöka könsskillnader i upplevd jämställdhet i en arbets- och organisationskontext. Studien syftade även till att undersöka samband mellan upplevd jämställdhet och arbetsmotivation. Datainsamlingen genomfördes via en webbenkät vilken besvarades av 60 deltagare. Resultatet visade ingen skillnad i upplevd jämställdhet mellan kvinnor och män. Vidare visade resultatet att graden av jämställdhet förklarade 22 procent av arbetsmotivationen hos kvinnorna och 19 procent hos männen. / Sweden is Europe's most gender-equal country. On the other hand, men to a greater extent than women believe that we live in an equal society. The present study was conducted to investigate gender differences in perceived gender equality in a work and organizational context. The study also aimed to investigate the relationship between perceived gender equality and work motivation. The data collection was carried out via an online questionnaire which was answered by 60 participants. The results showed no difference in perceived equality between women and men. Furthermore, the results showed that the degree of gender equality explained 22 percent of the work motivation for women and 19 percent for men.

Bakgrund: Trots framsteg inom jämställdhetsområdet finns det fortfarande en tydlig obalans när det gäller könsfördelningen i styrelserummet. Genom att adressera och belysa denna obalans samt presentera potentiella fördelar med detta kan en mer jämställd representation uppnås. Syfte: Syftet med studien är att beskriva de utmaningar och möjligheter som manliga styrelseledamöter upplever i fråga om jämställdhet i bolagsstyrelser, samt deras bidrag för att främja en jämnare könsfördelning. Metod: Studien antar en abduktiv ansatsmetod, genom att tolka och analysera de manliga styrelseledamöternas upplevelser utifrån befintlig teori och samtidigt vara öppen för nya insikter, bidrar studien till en fördjupad förståelse av fenomenet. Vid insamling av empiri har en kvalitativ fallstudie med åtta semistrukturerade intervjuer genomförts. För att beskriva informanternas upplevelser av den sociala kontexten genomfördes en tematisk analys varav tre huvudteman identifierades: Perspektiv och kompetens, Utmaningar och möjligheter i Jönköpings län, strategier för jämställdhet. De tre huvudtemana analyserades och kopplades sedan till relevant teori. Slutsats: Studiens resultat frambringar utmaningar och möjligheter i arbetet att främja en jämnare könsfördelning i styrelserna. Faktorer som påverkar och samspelar är befintliga ägande-och maktstrukturer, balans mellan karriär-och familjeliv, könsskillnader i risktagande och självförtroende samt brist på kvinnor i ledande positioner. Styrelseledamöterna kan påverka detta genom att ifrågasätta och utmana rådande normer samt belysa de fördelar som kommer av en jämställd styrelse. / Background: Despite progress in the field of gender equality, there is still a clear imbalance in the gender balance in boardrooms. By addressing and highlighting this imbalance and presenting potential benefits, more equal representation can be achieved. Purpose: The aim of the study is to describe the challenges and opportunities experienced by male directors in terms of gender equality in corporate boards, as well as their contribution to promoting gender balance. Method: The study adopts an abductive approach, by interpreting and analyzing the male board members' experiences based on existing theory and at the same time being open to new insights, the study contributes to a deeper understanding of the phenomenon. For the collection of empirical data, a qualitative case study with eight semi-structured interviews has been conducted. To describe the informants' experiences of the social context, a thematic analysis was carried out and three main themes were identified: Perspectives and competence, challenges and opportunities in Jönköping County, strategies for gender equality. The three main themes were then analyzed and linked to relevant theory. Conclusion: The results of the study highlight challenges and opportunities in promoting gender balance on boards. Factors that influence and interact are existing ownership and power structures, work-life balance, gender differences in risk-taking and self-confidence, and lack of women in leadership positions. Board members can influence this by questioning and challenging prevailing norms and highlighting the benefits of a gender-equal board.

Syfte: Syftet med uppsatsen är att undersöka och förstå vilka ledarskapsstilar som kvinnor använder sig utav i kvinno- och mansdominerande idrotter. Teori: I teorin beskrivs det situationsanpassade ledarskapet, den auktoritära-, demokratiska-,transaktionella-, transformativa-, autentiska-, karismatiska-, och byråkratiska ledarskapsstilen. Metod: i min studie har jag använt mig av en kvalitativ forskningsmetodik och ansats. En abduktiv ansats har använts genom att utgå från teorier och tidigare forskning. Intervjumaterialet har kodats genom en tematisk analys. Sju personer har intervjuats genom semi-strukturerade intervjuer. Slutligen har empirin kopplats till teori och ledarskapsstilar. Slutsats: Min slutsats är att nästintill alla respondenter använder sig utav det situationsanpassade ledarskapet på ett eller annat sätt, beroende på grupp och situation. Utöver det fanns det tendenser från det demokratiska, auktoritära, transformativa, autentiska, karismatiska och byråkratiska ledarskapet. Den transaktionella ledarskapsstilen återfanns inte hos någon av respondenterna. Många av kvinnorna upplevde inga större skillnader jämte deras manliga kollegor i ledarskapet även om de flesta tog upp några punkter. De tar upp både nackdelar och fördelar. Barnen anförtror sig mer till kvinnliga ledare och flickor lyssnar bättre i viss utsträckning. Uppsatsens bidrag: Denna uppsats har bidragit till kunskap och förståelse om hur en kvinnlig ledare utövar sitt ledarskap. Min studie bidrar även med viktig kunskap om ledarskap inom ungdomsidrotten. Förslag till fortsatt forskning: Vidare forskning kan fokusera på likheter och skillnader mellan män och kvinnors ledarstilar inom idrotten, men även ledarskapsstilar inom näringslivet. / Purpose: The purpose of the thesis is to examine and understand the leadership styles by women in sports, both in female- and male dominated sports. Theory: The theoretical framework includes the situational leadership theory, as well as the authoritarian, democratic, transactional, transformational, authentic, charismatic, and bureaucratic leadership styles. Method: A qualitative research methodology and approach were employed in this study, using an abductive approach based on existing theories and previous research. Semi-structured interviews were conducted with seven participants, and the interview data was analyzed thematically. The empirical findings were then connected to the theoretical framework of leadership styles. Conclusion: The findings suggest that nearly all respondents employ some form of situational leadership, adapting their leadership style based on the group and the situation. Additionally, tendencies towards democratic, authoritarian, transformational, authentic, charismatic, and bureaucratic leadership styles were identified, while the transactional leadership style was not found among any of the respondents. Many of the participants reported few significant differences in their leadership compared to their male colleagues, although some points were raised regarding both advantages and disadvantages. Children were found to confide more in female leaders, and girls were observed to listen better to a certain extent. Contribution of the thesis: This thesis contributes to knowledge and insights into how female leaders exercise their leadership in sports. It also provides important information about female leadership in youth sports as experienced by female youth leaders. Suggestions for future research: Suggestions for further research include comparing the similarities and differences in leadership styles between men and women in sports, as well as exploring leadership styles in the sports industry and the business sector.

The United Nations has stated nine targets in the process to reach their sustainable development goal number five: to achieve gender equality in 2030. One of them is to enhance the use of enabling technology, in particular information and communications technology (ICT), to promote the empowerment of women. One important tool to enabling ICT for women is through education. The purpose of this study is to evaluate the outcome of an ICT skill training for female university students and recent graduates in Tanzania. A field study was carried out in Dar es Salaam, Tanzania, where a case study was conducted at Help to Help’s IT boot camp, a 6-day long ICT training for 82 female university students and recent graduates. The data were collected with mixed methods, mainly through a two-part survey which was complemented with interviews, a pre- and post- skill test, observations, and a workshop during the training. The data have been analysed with a thematical and a statistical analysis using the method paired t-test. By participating in the training, the women gain the expected ICT skills, and those skills are relevant for a future employment. The IT boot camp contributes to increasing the women’s confidence and interest in using ICT. Their general confidence is increased as well, however there is still a gap between their practical knowledge and their dreams to start and run their own business by self-employment. Furthermore, the IT boot camp contributes to awareness of gender equality. For many of the participants this is the beginning of a long process towards awareness and addressing gender issues in their everyday life. The analysis indicates there could be some improvement in the training to increase the probability of a future employmentfor the women. The training goes in line with and is a contributing factor to the United Nations sustainable development goals in 2030, particularly goal number five: to achieve gender equality. / Förenata nationerna har fastställt nio strategier i processen för att nå det globala hållbarhetsmålet nummer fem: att uppnå jämställdhet år 2030. En av strategierna är att öka användningen av teknologi, i synnerhet informations- och kommunikationsteknik (IKT), för att främja stärkandet av kvinnor. För att möjliggöra och öka IKT-användningen är utbildning ett viktigt verktyg. Syftet med denna studie är att utvärdera resultatet av en IKT-utbildning för kvinnliga universitetsstudenter och nyutexaminerade i Tanzania.  En fältstudie urfördes i Dar es Salaam, Tanzania, fär en fallstudie på Help to Helps IT boot camp, en 6 dagar lång IKT-utbildning för 82 kvinnliga universitetsstudenter och nyutexaminerade, genomfördes. Data samlades in med blandade metoder, främst genom en tvådelad enkätundersökning som kompletterades med intervjuer, ett för- och efterfärdighetstest, observationer samt en workshop under utbildningen. Data analyserades med en tematisk och en statistisk analys med hjölp av ett paired t-test. Genom att delta i utbildningen tillgodoser sig kvinnorna de förväntade IKT-färdigheterna, vilka är relevanta för en framtida anställning. IKT-utbildningen bidrar till att öka kvinnors självförtroende och intresse att använda IKT samtidigt som deras generella självförtroende ökar. Det finns dock ett gap mellan kvinnornas självförtroende att starta och driva eget företag och deras praktiska kunskaper att göra det. Vidare bidrar IKT-utbildningen till en ökad medvetenhet om jämställdhet. För många av deltagarna är detta början på en lång process att förstå och identifiera jämställdhet i deras vardag. Analysen indikerar att det finns utrymme till att förbättra utbildningen för att öka sannolikheten för en framtida anställning för kvinnorna. Utbildningen går i linje med och är en bidragande faktor till Förenta nationernas globala mål för hållbar utveckling år 2030, framför allt mål nummer fem: att uppnå jämställdhet.