Browsing by Subject "uppfattningar"

Goal: Previous studies have shown that teachers construct gender roles in school and have different expectations for girls and boys, although the new curriculum, as well as a change in gender equality law, emphasizes that one should treat everyone equally and work against traditional gender roles. According to the socialization model, children learn about suitable behavior based on adults' reactions. Studies have also shown that there are differences between boys and girls, but some believe that differences between individuals are nevertheless greater and that children should not be grouped according to sex. Earlier research addresses that an equal school requires knowledge, reflection on one's own unconscious thoughts about boys and girls and a willingness to work for gender equality. The purpose of this thesis is to get acquainted with teachers' perceptions of gender roles and how teachers construct them in school. Methods: The study was conducted as a systematic literature review, where the databases Helka, Academic Search Complete and ERIC (Proquest) were used to find relevant data. After the relevant data had been collected, a content analysis of the material was made and some themes were dealt with: teachers' expectations and perceptions about gender roles, interaction between teachers and pupils, teachers' knowledge regarding gender roles and how to create an equal school. Results and conclusions: The result suggested that most teachers have relatively egalitarian views on boys and girls, but more traditional in certain issues. Many studies also pointed to a lack of knowledge regarding gender equality, and an indifference to familiarizing themselves with the subject. Teachers constructed gender roles in school through their language, either by suggesting that something was not appropriate for one sex, or by not criticizing the prevailing gender roles. The studies also addressed the teacher's role in gender equality work, that it is often up to the teacher to criticize and oppose traditional gender roles in order for a school to become equal.