The english name of this essay is ?One man among many women?. This essay takes its starting point in the situation today with few Male teachers in the earlier years of elementary school. I have decided to look at the small group of males that actually started the education to become teachers and why they did it when the profession as teacher today is low-paid, low status and is a profession with a large dominance of feMale teachers. I have chosen to write about this because of the importance for the children to meet both men and women as teachers in the early schoolyears.

During the past decade Information Technology (IT) and Information and Communication Technology (ICT) have become the main tools in teaching. Authors and early educators who are treated in the study talks about how technology has come to change the school's approach to teaching and didactic tools. The technology has also affected students´ and teachers´ ways to work because the technology's versatility makes demands on the user's expertise and competence. The technical skills have long been associated as a male domain, where men are expected to master the technology´s versatility. These expectations are not the same for women.

The main purpose of this essay is to interpret possible pattern in social extraction, among future male elementary school teachers, at Karlstads elementary school teachers seminar over time. The questions that intend to concrete the purpose, and describe the possible pattern of social backgrounds are following; Where do the future male elementary school teachers come from? How the social recrutiment is divided in professional categorys, and is there any distinction in the pattern of social recrutiment over time? Which social groups were represented at Karlstads elementary school teachers seminar between the year of 1860-1940, and how they were divided.At the categorization of occupation, class- and social belongings I´ve used Sten Carlssons theory of professional categories (the social transformation in Sweden after 1866) which also was used by Kerstin Skog-Östlin in her dissertation Pedagogical control and authortity.The changes in the pattern of social recruitment of male future elementary school teachers were following; the proportion of students with agricultural backgrounds has decreased between the year of 1860 and the turn of the century. Further there was a substantial reduction of students with agricultural backgrounds between the turn of the century and the year of 1940. Students with agricultural backgrounds had the lowest represented frequency according to the investigation.

The purpose with this essay is to get a deeper insight into why there is a lack of male educators in Swedish preschools. I also want to know which role the male educators have in comparison to the female educators. This essay builds on four questions, which covers:The cause of the lack of males in Swedish preschoolsIf there are any gender bound expectations on male educators in the Swedish preschoolsWhat the woman educators perceive about the roles of the male educators in the Swedish preschoolsHow the male educator experience his own work in a workplace dominated by womenThe method I have used is a qualitative interview study in which I have interviewed four male educators and two woman educators from three different preschools. The result of this study shows that male educators gave different reasons to why there is a lack of male educators in Swedish childcare. According to the male educators the reason for this situation is that there is a worry to be seen as a feminine person, get singled out as a pedophile and that the childcare sector has low status.

This paper attempts to display how five teachers of social studies use and relate to the policy documents and their instructions on gender. To penetrate the subject, five teachers were intreviewed. Each interview focused on how the curriculum attempts to guide teachers regarding gender, sex differences and equality of opportunity. The collected information was processed, analyzed and discussed using gender studies and discourse theory.The results show that the interpretation and usage of the curriculum is very subjective and varies greatly between all the interviewed teachers. Their personal interpretation proves to be crucial when it comes to making reality of the stated goals in the curriculum, concerning actively working towards equality of opportunity between sexes.

This essay studied how six girls experienced their reading development during their college education in male-dominated profession programs. The issues assumed were how they experience their literature reading and literature education and what happened with their interest in reading. The theoretical frame included researchers Säljö, Rosenblatt, Gun Malmgren, Olin-Scheller, Ulfgaard and Molloy.The study showed that most of the girls felt their reading had worsened but not because of their male classmates but because of school. They had a lot of homework and participated in so many different school projects which would be completed that there was no time to reading for pleasure. The girls did not like the teachers? literate sample and did not like the methods used in learning literature.

The aim of this paper is to elucidate and analyze history teacher's didactic choices in the conflict between unequal educational materials and the requirements of equality in the curriculum of Swedish secondary school. The empirical data consists of interviews with five secondary school history teachers, observations of their lessons as well as analysis of their tests. The starting point was to investigate teachers' didactic work in the role as a bridge between the non-equal historiography presented in textbooks in history and the curriculum?s demands for equality. Three different approaches have been observed in the teachers' didactic work when considering gender perspective into their teaching: that women become extensions in a male-dominated historiography; that another part of the story is presented when a gender perspective is considered; and that the gender perspective is included in history teaching and becomes an integral part of all the content of the subject.Several of the teachers acknowledged that gender equality is less prioritized than the courses core content and related assessment criteria.

Syftet med denna uppsats är att belysa hur medvetna musiklärare är om jämställdhetsperspektivet i sin undervisning, om det finns skillnader mellan manliga och kvinnliga lärare och hur lärarna ser på de budskap och värderingar de förmedlar i sin undervisning ur ett jämställdhetsperspektiv. Undersökningen genomfördes på en skola med hjälp av observationer och kvalitativa intervjuer av berörda lärare. De resultat jag kom fram till var att lärarna, en manlig och kvinnlig, i stort sett behandlade sina elever på ett jämställt sätt. Det förekom tendenser till upprätthållande av traditionella könsmönster, men i liten skala. Av resultaten har jag dragit slutsatsen att jag i princip har fått svar på mina forskningsfrågor, men att det skulle behövas mer forskning på området och i större skala.Music teachers at the upper level of compulsory school - A case study of two teachers in a gender perspectiveThe purpose of this article is to illustrate music teachers awareness of the gender perspective in their teaching, if there are any differencies between male and feMale teachers and how the teachers think about the messages and values they share with the students in their teaching in a gender perspective.

This study has been conducted as a literary analysis of four chapter books for children in the early years of compulsory school: Magister Tutnäsa, Vilken fullträff, Astrakan, Sune och tjejhatarligan, and Alva och Dum-Julia. The aim has been to analyse four teacher characters from a gender perspective. The study has focused on the teachers? personal characteristics and whether these are typically female or male. Another aim has been to study how the character reinforces or runs against stereotyped gender patterns.

The aim of this work is to examine how a number of class teachers reason about and find their work while teaching students who have reading and writing difficulties / dyslexia. The empirical study was intended to answer the question based on three questions.The work is based on a qualitative method as empirical material gathered in semi-structured interviews. Six classroom teachers, one male and five feMale teachers were interviewed. The interviewees were from six different schools in Stockholm Municipality and were between 27-61 years old.Most of the classroom teachers feel that there are approximately 4-5 students with reading and writing difficulties / dyslexia in each class. Half of the teachers feel that students with dyslexia may be different as they are quiet, unsecure and shy.

The aim of this study was to see if there existed any differences between male and female superiors. The theoretical framework was based on transformational, transactional and laissez-faire leaderships styles. The sample was employees in three companys (n=24). Three hypothesis were formulated: (1) female superiors are more transformational than male, (2) male superiors are more transactional than female and (3) male superiors are more laissez-faire than felmale. The method of measurement was a modified version of the Multifactor Leadership Questionnaire.

This essay studied how six girls experienced their reading development during their college education in male-dominated profession programs. The issues assumed were how they experience their literature reading and literature education and what happened with their interest in reading. The theoretical frame included researchers Säljö, Rosenblatt, Gun Malmgren, Olin-Scheller, Ulfgaard and Molloy.The study showed that most of the girls felt their reading had worsened but not because of their male classmates but because of school. They had a lot of homework and participated in so many different school projects which would be completed that there was no time to reading for pleasure. The girls did not like the teachers? literate sample and did not like the methods used in learning literature.

This essay studied how six girls experienced their reading development during their college education in male-dominated profession programs. The issues assumed were how they experience their literature reading and literature education and what happened with their interest in reading. The theoretical frame included researchers Säljö, Rosenblatt, Gun Malmgren, Olin-Scheller, Ulfgaard and Molloy.The study showed that most of the girls felt their reading had worsened but not because of their male classmates but because of school. They had a lot of homework and participated in so many different school projects which would be completed that there was no time to reading for pleasure. The girls did not like the teachers? literate sample and did not like the methods used in learning literature.

This study is about how eurhythmic teachers create a comfortable and educational environment in their classrooms. In other words how they create a healthy working environment. Four teachers were chosen for the study, one of them male. I?ve used qualitative interviews because I believe it's the best method to collect information that illustrates what a teacher's working situation looks like and what he/she does to realize their own ideas.

The purpose of this essay is to investigate the subject field of male vegans and masculinities through empirical method interviews and narrative analysis. The starting-point for this essay is animal ethics, feminist ethic vegetarianism and theories that suggest that eating meat is one part of the social construction of masculinities. The problem formulation is such as follows:How do male vegans construct masculinity? In an attempt to answer such a question there are three problem formulations:What do male vegans think about the connection between manhood and eating meat?How do male vegans relate to the norms in society?What do male vegans think of stereotype conceptions about vegans?I will come to the conclusion that male vegans think that eating meat, as well as drinking beer, is one part of the social construction of masculinities. Male vegans are aware of norms in the surroundings and the strong attachment of meat normativity in the western culture.