Browsing by Subject "tematisk analys"

The goal of this thesis is to study gender equality within the Finnish technology industry. Recently the imbalance between the sexes in the workplace has become a part of the general discourse. This has led to both organizations and governmental institutions taking actions to promote gender equality in the workplace. Previous research has shown that socialization into traditional gender roles affects future career choices and steers individuals into occupations where the majority of employees have the same gender identity as themselves. Furthermore, studies have shown that stereotypical perceptions about the technology industry as masculine are hindering women from seeking a career in technology. This study aims to analyze how technology companies approach gender equality within their organization and the industry in general. The research questions of this thesis are: How do technology companies relate to gender equality? Have companies taken action to promote a more gender equal staff structure? And, how do these companies write about their female employees online? Organizational studies with a social constructivist feminist approach have shown that the ideal employee is still today identified through masculine norms. Thus, women have had to create strategies for how they are doing gender in their daily work, by taking on some traditionally feminine or masculine processes and leaving others out. This thesis is based on a qualitative research approach. The research material consisted of Finnish technology companies' blog texts published on their own websites. The material consisted of 18 blog posts written by 14 companies. The material was analyzed through theme analysis. Social constructivist feminist organization theory laid the theoretical framework for this thesis. The results of this research show an active discussion on gender equality in the Finnish technology industry. The approach to the issue of having too few women in the technology industry differed greatly between the different companies. Only a few companies expressed in their blog texts an understanding that inequality originates from social constructs in society. Most companies place the responsibility of gender equality on women as individuals. There were clearly a desire to include more women in technology, but the benefits of diversity in itself were only identified by few of the researched companies. Most companies unconsciously reproduced the prevailing normative masculine power structures of the industry in their attempts to promote gender equality. The results of the research indicated a willingness in the Finnish technology industry to promote gender equality, but a lack of understanding the structural nature of the problem and the tools required to handle this challenge.

The purpose of this master's thesis is to map the classroom teachers' experiences of what and what kind of support and what resources they are allocated for students with Swedish as a second language, as well as to identify which language-strengthening teaching methods are used. Through a thematic analysis of data from surveys and previous research, two main themes were identified: resource distribution and lack of resources. The results show that the class teachers experience an uneven distribution of resources for students with Swedish as a second language. Previous research confirms this and points to a lack of specially trained teachers and problems with resources, help and support in the classroom. The classroom teachers also emphasize problems with teaching materials and lack of time to plan diverse teaching. Despite this, the teachers show a positive attitude towards their knowledge and teaching of languages. The research indicates that the resources provided may vary between schools and classes, including assistants, support from special education teachers, extra class time and adapted learning materials. Language-oriented teaching, where Swedish is used as the main language and image support is used. For further research, an evaluation of existing resources, investigation of pedagogical strategies and methods, focus on teacher training and continuing education, analysis of school management and political measures, and inclusion of students' perspectives are suggested. This could lead to improved teaching and support for students with Swedish as a second language and promote their language development and academic success