Gender equality is a fundamental pillar of democracy, and its absence significantly impacts societal development. Educational institutions play a central role in fostering democratic citizens who actively champion gender equality. The principle of equal rights and responsibilities is integral to the educational mission, placing a significant onus on schools and their staff (Skolverket.se). From an early age, children encounter gender stereotypes, presenting challenges for gender equality efforts in childhood and education. These challenges persist into adulthood, emphasizing the crucial role of schools in shaping ongoing progress towards gender equality. The aim of this thesis was to investigate whether professional teachers employ diverse strategies to fulfill the Swedish National Agency for Education's guidelines on gender equality. Additionally, we aimed to explore the challenges, difficulties, and opportunities encountered by these teachers in implementing their strategies. Our research drew upon gender theory, incorporating key concepts such as gender systems and gender contracts to comprehend and analyze gender equality issues. Compensatory pedagogy also played a vital role in understanding teachers' chosen strategies. Furthermore, leadership and collegial collaboration were essential components of our investigation, revealing significant disparities in how gender equality issues are addressed in the various schools where our semi-structured interviews were conducted. We interviewed 5 practicing teachers from three different schools, and through comprehensive data collection and analysis, we discovered that the concept of gender equality is complex. There are both similarities and differences in the strategies used by teachers, and schools encounter distinct challenges in their gender equality initiatives. However, a common theme among all teachers was their dedication to establishing and maintaining a gender-equal classroom and school environment. We extend our gratitude to the 5 teachers who participated in our interviews, contributing to a deeper understanding of gender equality issues. We also express our thanks to the university and our supervisor for their invaluable support throughout the entire process.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-66668 |
| Date | January 2024 |
| Creators | Stepanovic, Stefani, Grahovac, Anna |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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