The main aim of this study is to examine how characterizations of persons in books for children and adolescents relate to traditional sex role patterns and to determine if there is any difference in this respect between books for girls and books for boys as well as between popular books and quality books.Eight books for girls, eight books for boys, and four books for both girls and boys are examined. From these books 8,268 adjectives, adverbs, and participles which characterize persons or aspects of persons were excerpted. These excerpts have been categorized with regard to syntactic function into attributive adjectives, predicative adjectives, and adverbials, and with regard to meaning as to membership in semantic fields on different levels.The most frequent syntactic category in the material is "predicative" (42.8%), followed by "attributive" (33.4%). Female characters are more often described by predicative adjectives than are male characters, while the opposite is true of attributive adjectives. The choice of syntactic category seems to be determined more by what property or state the lexical item refers to, however, than by the sex of the character described.The semantic fields with the largest number of excerpts are MENTAL PROPERTIES AND STATES (32.9%), SOCIABILITY (15.0%), DRESS AND APPEARANCE (14.7%), and PACE AND MOVEMENTS (11.4%). These fields also dominate within the different categories of books and the descriptions of female and male characters respectively.Traditional sex role patterns are most obvious in characterizations of role characters with respect to their role in society and their relation to other people. Female characters are, e.g., almost exclusively described with respect to their private lives, while male characters are described in terms of their position in society. In the books for boys male characters are attributed a negative or rejecting attitude to their environment, while female characters are attributed a more positive or accepting attitude.The most traditional impression of the opposite sex is conveyed by the books for boys-to the extent that any such impression is conveyed at all by these books. The books for boys have very few female characters and very few descriptions of them. In general, male characters dominate in the books and it is clearly shown that to be a boy or man is more highly regarded than to be a girl or woman.No general differences between popular books and quality literature emerged from the analyses performed. Traditional sex role patterns are equally pronounced in the two types of books, even if there are differences between individual books. / digitalisering@umu

The thesis deals with the development of the secondary school teaching professionduring the second half of the 19th century and the early 20th century. The emphasisof the study is on the concurrence of three structural processes in this profession:feminization, professionalization and governmental bureaucratization.The "teachers of the people" found themselves deeply affected by radical economicand social structural changes during the transition from classical industrialcapitalism to organized capitalism at the end of the 19th century. These strucuralchanges aggravated the conflicts between the classes and the sexes in society, andthe elementary school became an important institution for social and ideologicalcontrol. But the teachers were not content to be the mindless instruments of thepredominant ideology. At an early stage the elementary school and the teachersthemselves began to live "a life of their own". Both male and female teachers beganto develop strategies in the struggle for power and control over their profession. Inother words, a process of professionalization began.At the same time as the teachers were organized collectively the women's share ofthe profession increased. The teaching of the lower classes was considered verysuitable for unmarried middle-class women, and the cheap female labour wasattractive to the politicians. There were risks of clashes between male and femaleinterests, since the profession also attracted young men from the farming andworking classes, who saw possibilities of social advancement in this sector of theschool system.The men developed different strategies against their female colleagues. Duringthe whole of the 19th century women were integrated into the professional project.At the turn of the century the men developed a strategy of social closure againstwomen, which meant that these were relegated to a lower level. At the same timethe government introduced regulations which were intended to impede women'sfast access to the profession. This triggered off an open conflict between the sexes inthe profession, since the changes were initiated by male elementary school teacherswho were leaders of the professional program as well as leading politicians in thegovernment and the Riksdag. / <p>Vissa bilder borttagna av upphovsrättskäl.</p> / digitalisering@umu

The overall aim of the study is to show, from an ethnographic point of view, the what, why and how of events in the daily life of the principals studied. The ambition is to try to understand the meaning of being a principal and the complex situation in which they op-erate. Some questions raised are: What do the principals’ working days look like? What constitutes the foundations of school leadership? What characterizes the context (the cul-tures) in which they work? Has gender any significance for school leadership? Earlier knowledge about leadership is mainly based on studies of male leaders, and or-ganizations are often considered as gender neutral. These circumstances make it urgent to study leadership from a gender perspective. Using an explorative, ethnographic approach with participant observations and recorded interviews seven principals were studied. Most of the data was collected during one and a half years of fieldwork, where the work of one female principal was observed. The result shows that leadership is a complex phenomenon. Relationships are seen as an essential aspect, and most of the daily work is accomplished through meetings and conver-sations with other people. The study illuminates how “a real principal” is constructed through relationships between many different individuals and groups. In this variety of sub-cultures different values and norms of behaviour are found. Schools can thus be regarded as multicultural organizations. Daily the principal has to try to understand, be aware of, and handle this cultural diversity. Partly as a consequence of this, emotions are constantly pre-sent in principals’ daily work. Principals have to deal with their own feelings as well as those of others. Contours of a gender contract are outlined, where cultural understandings of women and men become evident, and which the principals have to relate to.

Uppsatsen syftar till att synliggöra folkbiblioteksutvecklingen i Luleå, samt att lyfta fram fler kvinnor som bidragit till folkbiblioteksutvecklingen i Sverige. Studien undersöker vilka faktorer som påverkat progressionen av Luleå kommuns folkbibliotek, samtidigt som dessa sätts i relation till Sveriges biblioteksutveckling. Trots att Valfrid Palmgren beundrade och framhävde Luleås folkbibliotek i sin skrift år 1911, är Norrbottens bibliotekshistoria tämligen dold för omvärlden. Luleås bibliotek var bland de första biblioteken i Sverige som utsågs till centralbibliotek, där bibliotekarien Olga Bardh anställdes som chef. Olga Bardh var en välutbildad kvinna med stora visioner om att skapa ett modernt och framstående bibliotek i Luleå och Norrbotten. Denna studie ämnar undersöka vilken betydelse hennes arbete hade för biblioteksutvecklingen, och på vilket sätt detta i så fall yttrade sig. Uppsatsens teoretiska utgångspunkter utgår från Christina Florins (1987) teorier om den svenska folkskolans feminiserings- och professionaliseringsprocess i början på 1900-talet, Yvonne Hirdmans (2004) teorier om genussystemet, samt Hanna Westberg-Wohlgemuths (1996) teorier om könsmärkning. Med hjälp av kritisk diskursanalys har det empiriska materialet analyserats i hopp om att verka för social förändring, där undertryckta samhällsgrupper synliggörs.

Kvinnor på ledande positioner är få i svenskt arbetsliv. Det finns ett växande intresse för att förstå vad detta kan bero på. Vilken roll spelar kvinnornas inställning till karriär? Vilken roll spelar familjen? Direkt och indirekt diskriminering mot kvinnor beskrivs och diskuteras, liksom kvinnors upplevelser av fördelarna med att vara kvinna i arbetet. Kvinnor i mansdominerade yrken och miljöer utvecklar speciella strategier för att hantera kopplingen mellan sin egen identitet som kvinnor och det faktum att de befinner sig i en minoritetssituation. Denna avhandling grundar sig på en undersökning om kvinnliga civilekonomers och civilingenjörers karriärutveckling. I tolkningen av resultaten används feministisk teori på området organisation. Kvinnornas situation i karriären synliggörs. Boken riktar sig till alla som är intresserade av området "kvinnor och karriär", till exempel kvinnor och män i arbetslivet, liksom organisationsforskare och kvinnoforskare. / <p>Diss. Stockholm : Handelshögskolan, 1992. Spikblad saknas</p>