This study examines through an equality lens, the lived experiences of nine female leaders in the male-dominated film industry in Sweden. The aim was to explore how women perceived equality in their workplace, their perception of the issue, and the coping strategies used by these women. In-depth interviews were done through a qualitative phenomenological approach. The theoretical framework used in this thesis is gendered organizations by Acker (2012), a social psychological perspective of gender gaps by Garcia and Hanek (2022), and how women can contribute to inequality by Parks-Stamm et al. (2008). I found themes influenced by a gendered industry, including masculine stereotypes and norms that affect employee behavior, and unintentionally contribute to organizational inequality.  My findings illustrate career obstacles for female leaders, in contrast to males who for instance, benefit from brotherhood, and loose requirements such as social skills. To succeed, women must work hard, act suitably, educate- and convince themselves, and use creative tactics for approval. I highlight strategies such as the competitive strategy to become “one of the boys”, and the chameleon strategy by adapting like a stereotypical female or male by mindset, male behaviors, or using male outfits. And specialization strategy, to ally with other women. Strategies were used to get access to particular environments and reach different goals. Two women didn’t experience gender discrimination, and the issue of equality was perceived in various ways. Collaborating with men had mutual benefits, as male mentors were well-intentioned, and male dominance didn’t exclusively drive inequality. My research also revealed contradictions in female rivalry showing disloyalty, abusive, unfavorable, and competitive behaviors rooted in self-protection and limited opportunities. However, the study illuminates the challenges and strategies of female leaders in a male-dominated industry. The women are creative, brave, and inspiring for other women by navigating against all odds in a profession they love.

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Ziel dieser Dissertation war es, ethnische Diskriminierung im zeitgenössischen Recruitment zu untersuchen. Diskriminierung im Recruitment wurde oft durch automatisches Aussortieren beim CV Screening oder durch unethisches Verhalten aufgrund von modernen Vorurteilen erklärt. Bisher war unklar, ob zeitgenössisches Recruitment von ethnischer Diskriminierung betroffen ist und welche psychologischen Mechanismen ggf. zu Diskriminierung führen. Um diese Forschungslücke zu füllen, habe ich in einem mixed-method-Ansatz drei empirische Studien durchgeführt: eine qualitative Interviewstudie, eine Analyse von Paneldaten und zwei Experimentalstudien. Die qualitative Inhaltsanalyse zeigte, dass aktive Suche und ausgelagertes Recruitment potenziell von Diskriminierung betroffen sind. Die Inhaltsanalyse deutete auf drei potenzielle Quellen für Diskriminierung hin: eigene Vorurteile von Recruiter*innen, Vorgaben von auftraggebenden Firmen, bestimmte Kandidat*innen auszuschließen und die Annahmen, dass Firmen bestimmte Kandidat*innen bevorzugen. In einem mixed logistic Model fand ich Evidenz in den Paneldaten dafür, dass Frauen, ältere Mitarbeiter*innen und Mitarbeiter*innen, die im südlichen/östlichen Europa geboren wurde, weniger aktiv angesprochen wurden und Frauen weniger Jobangebote erhielten. In den Online-Experimenten zeigte sich, dass Meta-Stereotypisierung, d.h. Annahmen über die Vorlieben von Firmen, größere Effekte auf die Einschätzung der Einstellungschancen von ethnischen Minoritäten hatte als eigene Vorurteile von Recruitern. Verringerte Einstellungschancen von ethnischen Minderheiten bei traditionellen Firmen wurden dabei von der Annahme vermittelt, dass eher deutsche Kandidat*innen und Kandidat*innen, die keiner Minderheit angehören, bevorzugt werden. Die Ergebnisse der drei Studien sind erste Belege dafür, dass zeitgenössisches Recruitment von Diskriminierung beeinflusst sein könnte. Meta-Stereotypisierung scheint dabei einen wichtigen Mechanismus darzustellen. / This dissertation focuses on ethnic discrimination in contemporary recruitment. According to dual process theories, attitudes can guide recruitment behavior when recruiters do not have sufficient time and motivation to control their behavior. But it is unclear whether contemporary recruitment is affected by ethnic discrimination and what psychological mechanisms drive this discrimination. I conducted three empirical studies to fill this research gap: a qualitative interview study, a panel study, and two online experiments. I found evidence that contemporary recruitment may indeed be affected by discrimination. The content analysis revealed that active sourcing approach and outside recruitment are potentially affected by ethnic discrimination. There was no support for the assumption that selection and assessment in contemporary recruitment is implicitly driven. A data-driven analysis revealed three sources of ethnic discrimination in contemporary recruitment: the recruiters’ own prejudices, the hiring managers’ request to sort certain candidate groups out, and the recruiters’ assumptions about companies’ preferences. The panel analysis found quantitative support for the assumption that marginalized group members are actively sourced less often. In a mixed logistic model, I found evidence that women, older employees, and employees born in Southern/Eastern Europe were actively sourced less often and that women were offered jobs less often. In the experiments, I compared the impact of recruiters’ own prejudices and meta-stereotyping—that is, assumptions about companies’ preferences—on the assessment of minority candidates. It turned out that meta-stereotyping showed larger effects on the assessment of the hiring chances of ethnic minorities than recruiters’ own prejudices. I consider these results first evidence that meta-stereotyping seems to reinforce stereotypical selections and lead to lower estimated job chances for minority candidates.

Text in Afrikaans / The research was directed at setting up guidelines for the counsellor dealing with the adolescent in a multicultural environment. The supposition of the study was that the adolescent in a multicultural environment should be treated by the counsellor with cultural empathy, understanding and insight. This process should be free from stereotyping and prejudice. Guidelines were set up using a combination of Gestalt philosophical principles, existing literature and semi-structured interviews with cultural therapy experts. For the purpose of this study Thomas and Rothman's intervention research model was applied. Semi-structured interviews were conducted to gain information on the adolescent in therapy, which was combined with information found in literature in order to set up guidelines for counsellors. The researcher concludes that the counsellor dealing with the adolescent in a multicultural environment, has to possess sufficient cultural knowledge, cultural efficiency and cultural empathy to achieve a successful theurapeutic outcome. Guidelines for the counsellor who works with adolescents in a multicultural environment were set up successfully to bridge the current lack of knowledge in the field. / Social Work / M. Diac (Play Therapy)

This study explores the multiple ways in which Acquired Immune Deficiency Syndrome (AIDS) functioned through concrete biomedical institutions, namely, the Centres for Disease Control (CDC), the National Institutes of Health (NIH), and the World Health Organization (WHO). AIDS is viewed as a product of the full range of institutional practices in which it became embedded and in which it was set within the boundaries of Louis Pasteur's germ theory of disease (see the Preface section). This biomedical model of disease was materialized through journalistic practices and sold as news. Within these operative terms can be understood another analytical strategy that also designates the main domain of my study of this contemporary social form: I argue in this thesis that knowledge about AIDS was by no means dependent solely on the objective, scientifically determined, "received narrative" of biomedicine; what is today known as AIDS is also a product of a wide range of social practices produced and reproduced over time and space. AIDS is also an outcome of the resolutions, judgements and decisions that working journalists made over time in terms of what they generated or covered as news; the disease is also product of a large assortment of representational mirrors that I call `authentic voices', to take as good examples, the "narrative of moral protest", the narrative of a "homosexual disease", the narrative of a "heterosexual disease," and the narrative of a "modern-day Black Death" (plague). The story of AIDS in the media can also be seen to be defined by the proliferation of these authentic voices. From this reading, the distinctive trait of AIDS in the media lies in the fact that it is a constructed object, a disease framed through a specific structure of meanings. When we look at these structure of meanings we find that their moral and cultural assumptions and stereotypical connotations embody certain aspects of the organism of the society within which they were created and nourished over a much longer history. / Sociology / D.Litt. et Phil. (Sociology)

The increasing cultural and social diversity of South African society necessitates a study of the formation of harmonious social relationships amongst students at multicultural tertiary institutions. Desegregation at educational institutions is still in its embryonic stage and the minimal changes at college campuses are tokenistic. Educators have to make a concerted effort to review the dynamics and complexities of institutional change and to deviate from the straitjacket of upholding only ethnocentric views. A lack of communication and understanding between the different racial and ethnic groups on South African campuses has resulted in conflict and tension. This study takes an in-depth look at the psychology of prejudice, issues of ethnicity, racism and discrimination. A literature study and an empirical research project are used to gain an overview of the ramifications of racism on the formation of friendships in a multicultural milieu. The results of this study indicate the need to create a diversified campus environment which will promote genuine cross-cultural exchange. Working with culturally different students is a challenge that requires an acceptance and appreciation of diversity; flexibility, and improved contact and communication. Structured multicultural models and procedural frameworks have been designed implementation at institutions of specifically for higher learning to enhance social cohesion. are made: The following recommendations * Transitions models such as the contact hypothesis and the co-operative learning models promote the need for an interracial contact of people with equal status in co-operative situations. *Prejudice-Reduction Workshops will enable participants to learn about prejudice and to develop a positive mind-set towards all racial groups. *Specialized Programmes such as intercultural simulation games are ideal for discussions on culture shock, ethnocentrism and enculturation. * Mentoring Programmes ought to be designed to meet the needs of diverse students by providing wise and friendly counsel. * Academic Support Programmes or Affirmative Action * Strategies are necessary to assist succeed by providing language and students to study skills programmes, additional tutorials and content-based instruction for specialized courses. Special trainiog courses for educators ought to be initiated to · shape significant aspects of . an intercultural campus environment. * Preparatory Programmes which will improve interpersonal relationships, should be held prior to college entrance. / Psychology of Education / D.Ed. (Psychology of Education)

The aim of this thesis was to investigate whether self-report measures of contact are valid for use in research testing the ‘contact hypothesis’. The vast majority of contact research has relied on the assumed validity of self-report methods of data collection (Pettigrew & Tropp, 2006), even though the potential weaknesses of self-report methodology generally have been well documented. This reliance is necessary, as self-reports remain the only practical method so far developed of measuring certain of the facilitating conditions developed by Allport (1954/1979), and particularly of direct and indirect cross-group friendship (Pettigrew, 1998; Wright, Aron, McLaughlin-Volpe, & Ropp, 1997). However, if self-reports are not a valid method for measuring contact, the derived implications of a large portion of the research effort are potentially flawed. This thesis attempted to address this important oversight, using a variety of methods to investigate whether the use of self-reports in future research on intergroup contact is appropriate. Studies 1 and 2 demonstrated that self-reports of contact show considerable resistance to context effects, particularly in comparison with self-reports of the more subjective construct of attitudes. Studies 3-5 demonstrated that self-reports of contact agree with the observer-reports of a single observer who knows the target intimately – the spouse or parent. Studies 6 and 7 replicate this agreement through the consensually supported observer-reports of three close friends of the target, thereby reducing any variance due to individual response biases. Finally, studies 8 and 9 demonstrate the concurrent criterion-related validity of self-reports of contact, in that they are able to predict contact on a very large online network called Facebook, on which real-world rather than purely online friendships are primarily represented. These findings offer considerable support for the validity of self-reports as a suitable method for measuring contact. As self-reports remain the only method which has thus far proven suitable for the measurement of those aspects of contact which are essential for exploration of the contact hypothesis, this thesis presents a very heartening and optimistic conclusion and supports the continued use of self-reports in contact research.

How do teachers’ attitudes and beliefs impact how HIV/AIDS education is implemented in Kenyan schools for the deaf? How do these attitudes and beliefs reflect how teachers think about Deafness? While there is extensive literature exploring in-school HIV/AIDS-related education in East Africa, there are few studies focusing on segregated schools for the deaf. There are also few studies exploring how educators think about Deafness as culture in this region. Western Kenya offers a useful site for the exploration of these topics with mandated, in-school HIV/AIDS curriculum and a high density of schools for the deaf. Related research also argues that teachers’ attitudes and beliefs and the politics of schooling are useful in exploring socio-cultural constructions of Deafness. While previous studies have argued that “Deaf-friendly” HIV/AIDS education is not occurring in this region, this study found examples in these schools. Data from this study also revealed that this education was shaped by the beliefs and attitudes teachers held about sexuality, and Deafness and sign language. Furthermore, this study found that these attitudes and beliefs revealed underlying beliefs about Deafness that illustrate a range of constructions within this group of teachers. This study spanned 15 weeks of fieldwork gathering data through interviews, questionnaires and observations with 81 participants. Data focused primarily on interviews and questionnaires with 43 teachers in three segregated schools for the deaf in the Nyanza and Western provinces. There were 8 Deaf teachers who participated from these school sites supplemented by an additional 24 Deaf participants working in schools across Kenya to balance data. This study found that while the nationally-mandated HIV/AIDS course curriculum was not implemented in these schools, there was a significant presence of “embedded” and informal HIV/AIDS education. Teachers had a range of feelings about this education, some of which were unique to teaching Deaf children and children using sign language. They also reported how “Deaf stereotypes” shaped how they approached and implemented this education. In some cases these beliefs and attitudes simply heightened preexisting concerns about HIV/AIDS education in similar ways to parallel studies of “regular” schools in this region. However the most striking conclusion from this research was that the presence of “Deaf culture” and the use of sign language among the student population changed the way teachers approached, implemented and reflected upon this education in unique ways not seen in “regular” schools. Interviews also showed that some teachers rationalized their approach to this education because they felt that the Deaf were “different” in certain ways, especially in terms of sexuality. These conclusions are helpful for those in HIV/AIDS education, Comparative and International Education, Disability Studies, Deaf Studies and Medical Anthropology.

This thesis considers how attitudes shaped British, French, and American policy regarding the rebirth of Poland. From the outbreak of war in 1914 to the plebiscite in Upper Silesia in 1921, Allied and American policy-makers first considered whether Poland should be an independent state and then where its borders should be. As they did this, they developed attitudes about these questions, for instance about Poles and the right or ability of the Polish nation to administer a modern state. Such considerations assumed that national character exists and is important in the success or failure of a country. My research draws on literature from social psychology in defining the development of such understandings as consistent with stereotyping, in other words using generalisations about social groups to understand those groups or individuals. Allied and American policy-makers considered Poles to be, for instance, quarrelsome, aggressive, anti-Semitic, pitiable, passionate, or loyal. The thesis begins by examining pre-war attitudes to Poland and the impact of the war on these and on the diplomacy of the Polish question. It then discusses the re-emergence of an independent Poland in 1918 and the impact on policies and attitudes of the Polish delegation’s claims at the Paris Peace Conference, of events on the ground, and of the Russo-Polish War. Allied and American decision-making on the rebirth of Poland was central for European diplomacy not only because the attitudes they expressed left lingering grudges on both sides, but also because Poland’s frontiers were an irritant throughout the interwar period until Germany and Russia invaded Poland in September 1939. Moreover, the conclusion that attitudes were a factor in decision-making contributes to a growing recognition among international historians and international relations theorists that it is necessary to look beyond individuals' 'rational' motivations.