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Kvinnor i IT-branschen, Könsteori, Kvinnor inom Informationsteknologi, Inkludering, Underrepresentation av kvinnor inom IT Sammanfattning (kopiera från uppsats) *: IT-branschen har traditionellt varit mansdominerad under lång tid överallt i världen och behöver fler anställda som är kvinnor. Även om samhället är medvetet om detta faktum är det mindre klart hur verksamheter ska arbeta för att få in och behålla kvinnor inom IT-branschen. För att möjliggöra att fler kvinnor vill ge sig in och stanna kvar inom branschen är det viktigt att förstå de utmaningar kvinnor möter inom branschen och vad som motiverar dem till att arbeta inom IT. Denna förstudie syftar till att undersöka vilka utmaningar kvinnor inom den svenska IT-branschen möter. Det finns forskning inom området kring vilka motgångar kvinnor inom IT-branschen möter men det har identifierats ett gap i den svenska kontexten: vad kvinnor i Sverige möter för motgångar inom IT-branschen. Förstudien syftar även till att genom dessa utmaningar ta reda på vad kvinnor motiveras av för att förstå hur fler kvinnor kan vilja ta sig in i branschen i Sverige. Förstudien är av kvalitativt slag där det empiriska materialet har samlats in genom semistrukturerade intervjuer med sex stycken kvinnor från varierande verksamheter och har olika roller inom IT-branschen. Utöver den empiriska förstudien har även en litteraturstudie genomförts för att identifiera eventuella luckor eller motsägelser i tidigare forskning inom området. Resultatet visar att det är skillnader på vad män och kvinnor motiveras av inom IT-branschen. Fler män än kvinnor har valt branschen vilket i sin tur lett till underrepresentation av kvinnor och negativ inverkan på IT-innovationer. Resultatet visar på utmaningar som är djupt förankrade i stereotyper, samhällets förväntningar, den mansdominerade miljön och brist på förebilder. Trots de många utmaningarna som kvinnor möter finns det mycket som motiverar dem till att arbeta inom IT-branschen. Motivation som att utveckla tekniska färdigheter inom olika områden, flexibiliteten som ger möjligheten till att lägga upp sin arbetsvecka och distansarbete samt att branschen är så pass bred att det finns något för alla. Resultatet av den empiriska förstudien och litteraturstudien är förstudiens bidrag till vidare forskning som visar på vilka utmaningar kvinnor kan möta och den motivation de kan ha inom att vilja arbeta inom IT-branschen. Förstudien kan användas som utgångspunkt för vidare forskning inom området. För att möjliggöra att få in fler kvinnor och få kvinnor att stanna kvar inom IT-branschen har förstudiens resultat påvisat att företag och organisationer bör lägga större vikt på att inkludera fler perspektiv. Resultatet av förstudien visar att kvinnor som arbetar på en mer inkluderande arbetsplats där mångfald på arbetsplatsen är centralt trivs bättre än på en arbetsplats som är mansdominerad inom alla nivåer. / The IT industry has traditionally been male-dominated for a long time worldwide and needs more female employees. Although society is aware of this fact it is less clear how companies can attract more women and want them to stay in the IT industry. To increase the possibility of bringing more women into the field it is important to understand the challenges women face in the industry and what motivates them to work with IT. This preliminary study aims to investigate the challenges faced by women in the Swedish IT industry. While there is existing research in this area there is a gap in the Swedish context regarding the obstacles and motivations specific to women in Sweden within the IT industry. The preliminary study also aims to identify what motivates women and understand how more women will be inclined to enter the industry based on this. The preliminary study is of a qualitative nature where empirical data has been collected through semi-structured interviews with six different women from various organizations and with different roles within the IT sector. In addition to the empirical preliminary study a literature review has been conducted to identify any gaps or contradictions in previous research in this area. The results show that there are differences in what motivates men and women in the IT industry. More men than women have chosen the industry which has led to female underrepresentation and a negative impact on IT innovations. The results highlight challenges which are deeply rooted in stereotypes, societal expectations, professional culture and lack of role models. Despite the many challenges women face there are many factors that motivate them to work in the IT industry. Motivations include developing technical skills in various areas, the flexibility that allows for planning your work, remote work and the broadness of the industry that offers something for everyone. The contribution of the preliminary study lies in identifying the challenges women can face and the motivation they may have in order to attract more women to the IT industry. To enable the inclusion and retention of more women in the IT industry, the preliminary study's results indicate that companies and organizations should place greater emphasis on including diverse perspectives. The preliminary study's findings have shown that women working in a more inclusive workplace where diversity is central at all levels thrive better than in a male-dominated workplace. The language of the essay will be Swedish.

Research problem: The research revolved around the problem: What extrinsic barriers play a role in the promotion of the female educator and to what extent are these barriers experienced? Research objectives: Arising from the problem, the aim of the research firstly was to determine from the literature what the nature of extrinsic promotion barriers were within and outside the school. Secondly, to establish empirically the extent to which extrinsic barriers influenced the career promotion of female educators in secondary schools. Thirdly, to determine what the relation was between biographic variables and different extrinsic promotion barriers. Research Design: * Literature study - In the literature overview in Chapters 2 and 3 the different extrinsic promotion barriers to female educators were investigated. It transpired that the following aspects/factors in the literature occur as extrinsic promotion barriers, namely networks, mentorships, appointment procedures, organisation climate and the female educator’s career profile. These identified aspects/factors formed the basis for the compilation of a structured questionnaire. * Empirical investigation - A quantitative research approach in the post-positivistic paradigm was followed in this research. The data collection instrument was a structured questionnaire consisting of five constructs divided into 50 questions/items. The questionnaire was distributed to female educators on post level 2 and higher (n=365) of which a feedback response of (n=305; 83.6%) was obtained. This questionnaire was used to determine to what extent extrinsic barriers influence the career promotion of the female educator and to establish the relation between certain biographical variables and the different extrinsic promotion barriers. Cronbach Alpha coefficients, means, standard deviations (SD), rankings and frequencies, percentages of the responses to the questionnaire, hierarchic linear models and practical significance (d-values) were calculated. During the discussion of the results, descriptive statistics were used. Main findings: It was evident from the research that the respondents did not experience to a medium and to a large extent any aspect regarding networks, mentorship, appointment procedures, organizational culture and the educators’ career profile as extrinsic promotion barriers. Recommendations: Finally, recommendations were firstly made to the Department of Basic Education, secondly to the female educator and thirdly for further studies focussing on extrinsic promotion barriers to the female educator. Recommendations to the Department of Basic Education: * The DoBE has to provide and distribute policy documents about gender equility to members of the SGB and especialy female teachers. * The DoBE need to train the persons involved in the appointment process (SGB members and educating staff) to understand the policy documents and juridical framework of the appointment process and to apply it correctly. Such training could be considered as a prerequisite to be elected to the SGB. Recommendation to the female educator: * Female educators who hold promotion posts, and those that aspire for promotion posts, must be afforded the opportunity to indicate what they wish to be trained in. Recommendations for further research: * That research of a qualitative nature by means of interviews and focus group discussions should be undertaken on extrinsic promotion barriers found in this study and possible other extrinsic promotion barriers. Such research could be expanded by doing a mixed-methods investigation in two or three provinces. * It became evident from this research that the majority of female educators are heads of department (post level 2) and the minority of female educators fill posts on higher post levels (3 and 4). Research needs to be done on what extrinsic promotion barriers are obstructing female educators from being promoted to principal posts and vice-principal posts. / MEd (Education Management), North-West University, Potchefstroom Campus, 2014

This study examined the extent to which teachers’ levels of cultural competence is a factor in the nomination/referral process for gifted identification of culturally and linguistically diverse students. Specifically, this study compared the self-assessed perceptions of second and third grade elementary teachers’ cultural competence to the various factors included in the gifted referral process. A quasi-experimental quantitative study was used. However, this study superficially included some qualitative exploration due to the nature of the open-ended survey questions and secondary data set analysis. Quantitative data were collected via an adapted version of the Cultural Competence Self-Assessment for Teachers survey created by Lindsey, Robins, & Terrell (2009). Descriptive statistics, analysis of variance, independent samples t-test, and correlation analysis were conducted. Results revealed that there were no significantly statistical differences in the relationship between teachers’ levels of cultural competence and nomination/referral patterns for gifted identification. Yet, the results also indicated that the district’s second and third grade teachers were generally high on the cultural competence continuum. An overwhelming majority of the teachers believed themselves to be culturally competent however, cultural competence sub-scale scores in institutionalizing cultural knowledge and interacting with CLD students were lower percentages when compared to the other sub-scale scores. In general, this study may have important practical implications for the ongoing process of becoming culturally competent, gifted education practices and policy, teacher preparation, and professional practice.

African Americans are underrepresented in full-time faculty and administrative positions at Tennessee Board of Regents (TBR) institutions. This study examined the perceptions of 11 Maxine Smith Fellows on the underrepresentation at TBR institutions and provides recommendations that could assist in increasing representation of African Americans in full-time faculty and administrative positions. A qualitative method was used for the study. Each participant was required to participate in a recorded SKYPE interview. The researcher transcribed the interviews and analyzed the data using coding to derive overarching themes that provided findings based upon the research questions. Based upon the analysis of data, the researcher found that participants perceived a lack of intentional efforts, lack of recruitment, racism, and the devaluing of diversity in the workforce to be contributing factors to the underrepresentation. The researcher further determined that participants perceived the trainings and the program’s ability to prepare individuals for future positions as two factors that separated their success from individuals who did not participate in the program.

In the United States, African American women remain underrepresented in senior leadership positions in many workforce sectors, including the federal sector. Despite this challenge, a few African American women have successfully attained senior leadership responsibilities in a public health service agency. Using intersectionality and social cognitive career theory as the theoretical frameworks, the purpose of this study was to explore the lived experiences of African American women leaders in their career advancement to senior leadership positions in a health service agency of the Department of Health and Human Services in the United States. The research questions explored the experiences and perceptions of these women leaders and ways the intersection of race and gender contributed to their leadership experiences. A qualitative research design using a transcendental phenomenological approach was the chosen method. Data were collected through semistructured interviews with eight African American women leaders at the General Schedule Grade 15 and Senior Executive Service levels. Data were analyzed using the van Kaam method modified by Moustakas. Results indicated that while African American women leaders faced challenges and barriers, strategies exist to enhance career advancement. The results from this study may support social change by elevating understanding of the experiences and perspectives whereby strategies for increasing the career advancement of aspiring African American women leaders can be identified. When organizational leaders become more culturally competent, they can implement approaches that promote diversity within the senior leadership positions, which can have an overall effect on meeting the needs of a diverse population.

Thesis (MPA) --University of Limpopo, 2013 / The purpose of the study is to explore the views of educators with regard to the promotion of female educators to management positions at primary schools in Lulekani Circuit in the Mopani District, Limpopo Province. Specifically, this research sought to identify the factors perceived by both men and women in management positions and those who are not in management positions to be the cause of the ongoing under-representation of women at school management level. At present there are many more female educators at primary schools in the Lulekani Circuit than there are male educators. However, to date in the circuit there are many more male educators occupying management positions at these primary schools than there are females. A qualitative research method in the form of semi-structured face-to face interviews was used in this study to investigate the perceived and actual barriers and challenges which impede the promotion of female educators to management positions at primary schools in the Lulekani Circuit in the Mopani District, Limpopo Province. Twenty participants, who included both male and female educators, from five primary schools participated in one-on-one, face-to-face interviews for the purpose of this study. The sample included educators who occupy management positions (principals, deputy principals and heads of departments) and those who do not occupy management positions. The study revealed that the under-representation of female educators in management position is a highly complex issue which is influenced by factors ranging from women’s lack of confidence, lack of support from colleagues and family, gender stereotyping, family commitments and pressure from conflicting roles. The exclusion of female educators from management positions is matter of concern because, not only does it exclude a significant section of the South African community from participating in decisions that directly affect them, but it also violates the principles of equality and of the creation of a non-sexist society which are enshrined in the South African Constitution. It is recommended that urgent steps be taken by all stakeholders to ensure equal representation of both male and female educators in management positions at schools. Keywords: Promotion, management position, barriers, leadership, underrepresentation, Gender, stereotypes, glass ceiling

While African American women have been participating in American higher education for more than a century, they remain significantly underrepresented among college and university administrators. Researchers have noted that when these women are able to secure administrative positions, many of them contend with intense isolation and marginalization, which compromises their personal well-being and jeopardizes their professional success. Black feminist scholars have suggested that African American women may be assisted by involving themselves in supportive networks that provide them the opportunity to connect with other African American women. Further, these scholars contend that these activities should be facilitated by African American women. The African American Women's Summit (AAWS) is a national professional development program that has been developed by and for African American women student affairs professionals. The AAWS is offered during the National Association of Student Personnel Administrators' (NASPA) Annual Conference and provides a venue for African American women student affairs administrators to connect with one another and exchange information related to the successes and struggles they face on their respective campuses. The purpose of the present study was to explore and describe how the AAWS assisted African American women student affairs professionals employed at predominantly White institutions resist challenges related to the underrepresentation, isolation, and marginalization they face as higher education administrators, and contributed to their personal well-being and professional success. This purpose was accomplished by conducting a qualitative case study, which included an analysis of AAWS participant interview data. In addition to themes relevant to the purpose of the study, an in-depth description of the case of interest (i.e., the AAWS) was also constructed, which included the history philosophy, and curriculum of the AAWS as well as 2006-2011 participant demographic data. The demographic profile of the African American women student affairs professionals who participated in the study closely resembled that of the African American women student affairs professionals who participated in the AAWS between 2006-2011. Findings revealed that there were common ways in which participating in the AAWS assisted the African American women student affairs professionals in this study to resist challenges related to the oppressions they face as higher education administrators at PWIs. Themes related to this research question included the identification and validation of oppressive experiences, the dissemination of strategies to resist oppressions, and the fortification of African American women's standpoint. The three themes that emerged relative to how the AAWS contributed to the personal well-being of the participants (research question #2), focused on the centrality of the participants' own physical, spiritual and interpersonal wellness. Participants' responses in regards to how the AAWS had contributed to their professional success (research question #3) were centered on mentoring and networking opportunities created by the AAWS, as well as encouragement to engage in professional development initiatives. The findings of this study seem to suggest that African American women student affairs professionals may be able to derive tremendous strength from culturally affirming environments that are created when they assemble in intentionally-designed spaces created by and for themselves. Thus, these women are encouraged to pursue opportunities to develop and participate in professional development opportunities similar to the AAWS. Higher education institutions, as well as student affairs professional associations, that are committed to promoting and facilitating the personal well-being and professional success of African American women student affairs professionals should look to these women to define the types of support they need and then facilitate the creation of programs that have been developed by and for us.

Research problem: The research revolved around the problem: What extrinsic barriers play a role in the promotion of the female educator and to what extent are these barriers experienced? Research objectives: Arising from the problem, the aim of the research firstly was to determine from the literature what the nature of extrinsic promotion barriers were within and outside the school. Secondly, to establish empirically the extent to which extrinsic barriers influenced the career promotion of female educators in secondary schools. Thirdly, to determine what the relation was between biographic variables and different extrinsic promotion barriers. Research Design: * Literature study - In the literature overview in Chapters 2 and 3 the different extrinsic promotion barriers to female educators were investigated. It transpired that the following aspects/factors in the literature occur as extrinsic promotion barriers, namely networks, mentorships, appointment procedures, organisation climate and the female educator’s career profile. These identified aspects/factors formed the basis for the compilation of a structured questionnaire. * Empirical investigation - A quantitative research approach in the post-positivistic paradigm was followed in this research. The data collection instrument was a structured questionnaire consisting of five constructs divided into 50 questions/items. The questionnaire was distributed to female educators on post level 2 and higher (n=365) of which a feedback response of (n=305; 83.6%) was obtained. This questionnaire was used to determine to what extent extrinsic barriers influence the career promotion of the female educator and to establish the relation between certain biographical variables and the different extrinsic promotion barriers. Cronbach Alpha coefficients, means, standard deviations (SD), rankings and frequencies, percentages of the responses to the questionnaire, hierarchic linear models and practical significance (d-values) were calculated. During the discussion of the results, descriptive statistics were used. Main findings: It was evident from the research that the respondents did not experience to a medium and to a large extent any aspect regarding networks, mentorship, appointment procedures, organizational culture and the educators’ career profile as extrinsic promotion barriers. Recommendations: Finally, recommendations were firstly made to the Department of Basic Education, secondly to the female educator and thirdly for further studies focussing on extrinsic promotion barriers to the female educator. Recommendations to the Department of Basic Education: * The DoBE has to provide and distribute policy documents about gender equility to members of the SGB and especialy female teachers. * The DoBE need to train the persons involved in the appointment process (SGB members and educating staff) to understand the policy documents and juridical framework of the appointment process and to apply it correctly. Such training could be considered as a prerequisite to be elected to the SGB. Recommendation to the female educator: * Female educators who hold promotion posts, and those that aspire for promotion posts, must be afforded the opportunity to indicate what they wish to be trained in. Recommendations for further research: * That research of a qualitative nature by means of interviews and focus group discussions should be undertaken on extrinsic promotion barriers found in this study and possible other extrinsic promotion barriers. Such research could be expanded by doing a mixed-methods investigation in two or three provinces. * It became evident from this research that the majority of female educators are heads of department (post level 2) and the minority of female educators fill posts on higher post levels (3 and 4). Research needs to be done on what extrinsic promotion barriers are obstructing female educators from being promoted to principal posts and vice-principal posts. / MEd (Education Management), North-West University, Potchefstroom Campus, 2014

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