Bruhner, C. Det händer även män! En kvantitativ studie om myter och normer kring män som utsatts för sexuellt våld. Examensarbete på magisternivå i Kriminologi 15 högskolepoäng. Malmö högskola: Fakulteten för hälsa och samhälle, institutionen för Kriminologi, 2013.Män som utsatts för sexuellt våld är ett fenomen som får ytterst lite uppmärksamhet inom samhällsvetenskaplig forskning. Ämnet är outforskat och har en klar brist på framförallt kvantitativ data. Syftet med denna studie var att testa de myter som normen om mäns utsatthet bygger på, huruvida de bekräftas eller inte, på ett större urval. Detta för att belysa ett existerande problem samt för att kunna urskilja variabler som påverkar attityden till normen. Myterna som testades konstruerades med tidigare forskning som underlag och mynnade ut i fyra myter; definitioner av det sexuella våldet mot män – präglas av grovt våld, hot och berusning av en manlig, homosexuell förrövare. De efterföljande konsekvenserna och sanktionerna – männen bemöts med negativa sociala sanktioner och med stark misstro, reagerar inte starkt på händelsen och anmäler inte. Synen på maskulinitet – män ska vara fysiskt och psykiskt starka, heterosexuella samt kunna värja sig och därför kan de heller inte bli våldtagna. Karakteristika om den utsatte i form av ”brist på manlighet” – en utsatt man är svag fysiskt och psykiskt, homosexuell och får oftast skylla sig själv för att ha blivit utsatt. Dessa myter testades genom en kvantitativ enkätundersökning med 160 svarande studenter. Respondenterna förkastade i stort sett alla normer, i synnerlighet offerbeskyllningen och synen på maskulinitet – de två myter som visade sig ha mest inverkan på synen till ämnet i stort. Studien visade att om man har en syn på maskulinitet som ligger nära den stereotypiska normen, är man också mer benägen att hålla med om myterna. Studien visade också att de bakgrundsvariablerna som påverkade synen på myterna mest var religiositet, invandrarbakgrund samt ålder. Äldre respondenter med invandrarbakgrund och som var aktivt troende påvisade tendenser till att bekräfta myterna i större utsträckning. Dessa resultat har i studien analyserats med hjälp av Bourdieus begreppsapparat om symboliskt kapital mellan dominerande och dominerade. / Bruhner, C. It also happens to men! A Quantitative study about myths and norms regarding the sexual violence towards men. Project for a one year master degree in Criminology 15 hp. Malmö University: Faculty of health and society, Department of Criminology, 2013.Men who suffered from sexual violence are a phenomenon which gets extremely little attention in the research of social science. It is unexplored and in an almost desperate need of data, particularly quantitative data. The aim of this study was to test the myths which lay the ground for the norms about the sexual violence against men on a grander sample to see if they are confirmed or rejected. The myths that were tested are based on previous research and resulted in four different myths; definitions of the sexual violence against men – characterized by severe violence, threats and intoxication by a male homosexual perpetrator. The subsequent consequences and sanctions – the victimized men are met with negative social sanctions and strong distrust, do not react strongly to the incident and do not report to the police. Perception of masculinity – men are supposed to be physically and psychically strong, heterosexual and have the ability to defend themselves and can therefore not be raped. Characterisations about the victim in form of a lack of masculinity – a victimized man are physically and psychically weak, homosexual and are often blamed for the rape himself. These myths were tested through a quantitative survey which 160 students replied. The respondents rejected largely all of the myths, particularly the blaming of the victim and the perception of masculinities – the two myths that showed most impact on the attitude towards the subject as a whole. The study showed that if you have a view on masculinity close to the stereotypical norm, you are also more likely to confirm the myths about the sexual violence against men. The study also showed that older individuals, actively religious people and people of other origin than Swedish tend to be more prone to confirm the myths. The results are analysed throughout Bourdieu’s concepts about symbolic capital between dominant and dominated.

This thesis examines the emergence of the organization, the Glasgow UNESCO City of Music, following the award of the title UNESCO City of music to Glasgow in 2008 from a Bourdieusian perspective. Bourdieu's concepts of field, habitus, and particularly capital are used to interrogate the negotiation of symbolic capital (Bourdieu, 1986) in the field of music in Glasgow. The thesis examines how the members of the organization–viewed their organization's position in the field of music in Glasgow and their attempts to secure its legitimacy in a field with established players. It shows how agents ‘work' to negotiate for the positions they want, or need, in order to establish the legitimacy, and thus the position, of an organization through the acquisition and use of capital. Although cultural capital is a core constituent of an organization's original position in the field of music the dominant and influential position of economic capital means that it is the symbolic capital associated with being granted funding rather than cultural capital, which influences and thus legitimate organizations in the cultural field. In its discussion of capital the thesis contributes to the literature on institutional work and organizational legitimacy.

Im vorliegenden Beitrag wird die Möglichkeit diskutiert, genderspezifischen sozialen Wandel in Schwellen- und Entwicklungsländern über Mikrokreditvergabesysteme anzustoßen. Anhand einer in Mittelägypten durchgeführten Studie mit mehrfach diskriminierten Frauen wird gezeigt, wie Mikrokredite die Akkumulation nicht nur von ökonomischem, sondern vor allem auch von kulturellem und sozialem Kapital im Bourdieu'schen Sinne unterstützen können. Wenn in diesem Kontext eine Veränderung des symbolischen Kapitals gelingt, kann dies zu neuen Wahrnehmungs-, Denk- und Handlungsschemata der Beteiligten und zu Strukturveränderungen auf der Makroebene führen. Die theoretische Modellierung von genderspezifischem sozialem Wandel erfolgt in diesem Artikel entlang empirischer Daten, die von den Autorinnen in Mittelägypten erhoben wurden.

This thesis deals with the construction of identity going on in Swedish students' societies, which is analyzed as an intersection of gender and social class. Theoretically, I draw on discourse analysis. Foucault's genealogical method is applied in order to understand how discourses of the past are active today in students' identity construction. The study is based on interviews with members of the board of three different societies. In all, 28 interviews were made. Furthermore texts and pictures from each society's homepage were examined. Overall, the study shows that two main discourses are activated in students' identity construction. The members of the male-dominated society belonging to the Faculty of Natural Sciences and Technology represent a specific form of masculine identity in accordance with medieval ideas of student life. Being a student means to be without responsibility, to drink and have fun, and women are constructed as 'the others'. The members see them-selves as rather ordinary men in the future. Women and men are active in equal numbers in the society of students belonging to the Faculty of Social Sciences. They activate the meritocratic discourse dating back to the 18th and 19th centuries as they construct themselves as future men in power with the right to speak. Women can however also represent this identity. In the society of students belonging to the Faculty of Medicine, women constitute the vast majority. They also activate the meritocratic discourse. However, they attach new meanings in accordance with the female symbolic gender to what should be regarded as merits: responsibility, respectability, care, and nicety. Thus, they represent a feminine identity, but the few male members do not adhere to these female symbolic norms. The society is an arena for the members' resistance against hegemonic discourses of gender and class that would confine them to subordinate positions in their future working-life. Each society provides valuable symbolic capital that might be important. Key words: class, discourse, gender, genealogy, ideal identity, identity construction, ideological dilemma, intersectionality, mass university, students' society, symbolic capital, the other.

The aim of the study is to investigate what happens when the experiences and conceptions of physical education (PE) student teachers encounter the value structures of a PE teacher education programme. The starting point for the study are the criticisms that the PE teacher education programme has inadequate links to science, that it finds it difficult to challenge traditional gender patterns, and that the students' experiences of their own sporting activities are more important than the education programme for what knowledge is considered valuable. The study has a cultural sociological and gender theoretical perspective. The analysis has been done with the help of Pierre Bourdieu's concepts as the tools of analysis. The empirical evidence has been collected with the help of several different methods. Quantitative data has been collected with the help of questionnaires which a total of 450 student teachers returned; qualitative data has been collected using: essays written by PE student teachers during their physical education specialisation and in-depth interviews with teacher educators. The results show that today's education is still characterised by many of the traditions, norms and values which historically have been its distinguishing features. The “rules of the game” are generally taken for granted and this is based on a shared conception in the value of the education. In the eyes of the students, the trademark of a good PE teacher is to be good at many different sports, have in-depth knowledge of human biology, and have the “right” personality. They are less interested in pedagogical issues and they would have preferred the whole course to have served them with ready-made solutions and answers. Even if gender and social issues have been part of the education, the gender habitus has changed very little during the programme. The way they see the subject is largely the same as it was before the course, but what appeared to them to be a ”pure” sports subject before the course started has afterwards become more a way of “attaining health through sport”. The study indicates that the dominating values within the PE teacher education seem to be in harmony with the students' habitus which make it difficult to challenge the ”order of things” and  that changes will take time.

Research has shown that late-arriving teen English language learners (ELLs) are deeply rooted in the sociocultural and educational system of their home country for a majority of their schooling time (Duff, 2001; Minichello, 2001). In their transition to a new society in North America, this group encounters sociocultural and linguistic differences in their daily lives. Through a lens entitled Critical Multiple Social Spaces, which combines the Multiple Worlds Model (Phelan et al., 1991), the concept of Third Space (Bhabha, 1994) and a sociocultural perspective on language use (Fairclough, 2001; Pennycook, 2010), this qualitative case study focuses on 10 Chinese ELL adolescents who came to Canada after the age of 15, and examines their cross-trajectory experiences of English practice in their daily lives and their language identities. At the time of this study, they were at the stage of completing high school and applying for admission to higher education institutions. Findings showed that this group’s language use in daily life is full of conflicts, negotiation and consolidation, not only at school as a usual space of contested language practice, but also at home, with peers and in other spaces. At school, social division existed both in and out of class, yet such social division was not merely due to ELLs’ reluctance to integrate. Participants positioned themselves differently in English Literature courses and core classes in accordance with their perceived proficiency. Home, generally regarded as a traditionally stable space of language practice, became another site of complex dynamics. Peer networks also emerged as embodying similar complications. In addition to racial and ethnic factors, age on arrival and length of residence played a significant role in social interaction, impacting both same-ethnic and cross-ethnic peer networks. Based on these findings, four categories are identified pertaining to participants’ cross-trajectory language experiences, in which English spaces are positioned differently in relation to other spaces. Equally noteworthy are the dynamics between social spaces, social relations and language use, which shape – and are shaped by – symbolic power, investment and language identities. The implications of these findings on ELL adolescents’ language use in a broader migration space are also discussed.

Due to political decisions regarding the Swedish school, public and independent schools booth face the need topromote themselves in the quest for new pupils. This study aims to, from a communications perspective, examine how four selected upper secondary schools address their target audience; the pupils‐to‐be, on their homepages. Additionally, I intend to investigate whether, and if so, how, said addressing can be connected to the different target groups applying to the schools in question. The questions asked in this study regard the way in which the selected schools describe themselves on their homepage; how do they use the textual and visual content to address their audience, and can there be disagreement between the meaning of the text and that of the image? To answer these questions, I use a theoretical base made out of visual communication and semiotic as well as rhetorical analyses. The methodological procedure is a qualitative approach on the matter, allowing me to understand the “what” of the content on the homepages, as well as the “how” it’s being communicated. I have separated the text from the image, analyzing them separately, so that I can make sense of the whole based on what the segments tell me. I’ve come to the conclusion that there seems to be a pattern between the way in which a Swedish upper secondary school address their target group, and which pupils choose to apply to the school. The schools whose applicants have a high median value in their grades tend to refer to academic values in their descriptions, while the schools whose applicants have the lower median value tend to speak more of the world outside the classroom, and refer to such things as connections with companies or the pupils’ interests.

Research has shown that late-arriving teen English language learners (ELLs) are deeply rooted in the sociocultural and educational system of their home country for a majority of their schooling time (Duff, 2001; Minichello, 2001). In their transition to a new society in North America, this group encounters sociocultural and linguistic differences in their daily lives. Through a lens entitled Critical Multiple Social Spaces, which combines the Multiple Worlds Model (Phelan et al., 1991), the concept of Third Space (Bhabha, 1994) and a sociocultural perspective on language use (Fairclough, 2001; Pennycook, 2010), this qualitative case study focuses on 10 Chinese ELL adolescents who came to Canada after the age of 15, and examines their cross-trajectory experiences of English practice in their daily lives and their language identities. At the time of this study, they were at the stage of completing high school and applying for admission to higher education institutions. Findings showed that this group’s language use in daily life is full of conflicts, negotiation and consolidation, not only at school as a usual space of contested language practice, but also at home, with peers and in other spaces. At school, social division existed both in and out of class, yet such social division was not merely due to ELLs’ reluctance to integrate. Participants positioned themselves differently in English Literature courses and core classes in accordance with their perceived proficiency. Home, generally regarded as a traditionally stable space of language practice, became another site of complex dynamics. Peer networks also emerged as embodying similar complications. In addition to racial and ethnic factors, age on arrival and length of residence played a significant role in social interaction, impacting both same-ethnic and cross-ethnic peer networks. Based on these findings, four categories are identified pertaining to participants’ cross-trajectory language experiences, in which English spaces are positioned differently in relation to other spaces. Equally noteworthy are the dynamics between social spaces, social relations and language use, which shape – and are shaped by – symbolic power, investment and language identities. The implications of these findings on ELL adolescents’ language use in a broader migration space are also discussed.

The Swedish educational reforms in the beginning of the 1990s, introducing a public-funded voucher system, free school choice and the right to run schools as commercial enterprises, had an important impact on upper secondary education. The Stockholm region, the most populous in Sweden, offered favourable conditions for the growth of a previously non-existent educational market. A massive expansion of independent schools took place, managed primarily by larger companies, along with the extensive marketing of profiled study programmes and the import of management models from the private sector. In 2011 alone, schools competed for 75 000 pupils representing an annual economic value of approximately 8.5 billion SEK. Covering the period 1988 to 2011, this thesis analyses the relationship between the educational market and upper secondary education as a social field structured by the educational strategies of social groups. Building on Bourdieu’s relational sociology, the study combines quantitative and qualitative methods, using correspondence analysis as a major analytical tool. While free school choice and the voucher system established a supply-demand relationship between schools and families and pupils, the analysis shows that the market has submitted to the same forces that structure the field of upper secondary education within which it unfolds, primarily the volume and composition of symbolic and other assets that students, families and schools possess. In fact, the social structure of the field of upper secondary education in Stockholm remains remarkably stable over time, opposing on the one hand female and male dominated education and on the other hand education with high social and scholarly recruitment to that with low. Euclidean clustering analysis unveils a complex social structure reflecting how the increasingly differentiated educational supply has adapted to the needs of various social groups. Elite schools, market-oriented schools and market-exposed schools develop different strategies in the battle over pupils. Competing amongst themselves for pupils rich in inherited and acquired capital, the elite schools withdraw from the openly market-oriented approach that characterises the other type of schools and instead opt for more subtle, long-term strategies for building up trust from their audience, involving investments in staff and other institutional assets.

Submitted by Mariana Lima (mariana.lima@fgvmail.br) on 2015-11-26T21:02:54Z No. of bitstreams: 1 Dissertação Mariana Braga de Lima Mex2014.pdf: 14412514 bytes, checksum: c1117481eece896b474e8ef644ae0f52 (MD5) / Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2015-12-07T12:00:56Z (GMT) No. of bitstreams: 1 Dissertação Mariana Braga de Lima Mex2014.pdf: 14412514 bytes, checksum: c1117481eece896b474e8ef644ae0f52 (MD5) / Approved for entry into archive by Maria Almeida (maria.socorro@fgv.br) on 2015-12-09T18:52:34Z (GMT) No. of bitstreams: 1 Dissertação Mariana Braga de Lima Mex2014.pdf: 14412514 bytes, checksum: c1117481eece896b474e8ef644ae0f52 (MD5) / Made available in DSpace on 2015-12-09T18:52:57Z (GMT). No. of bitstreams: 1 Dissertação Mariana Braga de Lima Mex2014.pdf: 14412514 bytes, checksum: c1117481eece896b474e8ef644ae0f52 (MD5) Previous issue date: 2015-11-10 / When exploring new perspectives on the impact of non-idealized vs. idealized body image in advertising, studies have focused mainly on body size, i.e., thin vs. heavy (Antioco et al., 2012; Smeesters & Mandel, 2006). Age remains largely unexplored, and the vast majority of ads in the market depict young models. The purpose of this research is therefore to investigate which images in advertisements – young or mature models – are more persuasive for older women (40+ years old). In this investigation, two studies were conducted. The first part was an exploratory analysis with a qualitative approach, which in turn helped to formulate the hypothesis tested in the subsequent experiment. The results of the in-depth interviews suggested a conflict over notions of imprisonment (need to follow beauty standards) and freedom (wish to deviate). The results of the experiment showed essentially that among older consumers, ads portraying older models were as persuasive as ads portraying younger models. Limitations and future research are discussed.