Jämställdhet på fritidshemmet : En kvalitativ studie där fritidshemslärare talar om sitt jämställdhetsarbete på fritidshemmet

• Main Authors: Orre, Maria, Ejwertz, Melissa
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2021
• Subjects: Gender; traditional gender roles; biological gender; social gender; gender equality; gender contract; Genus; traditionella könsroller; biologiskt kön; socialt kön; jämställdhet; genuskontrakt; Gender Studies; Genusstudier; Pedagogical Work; Pedagogiskt arbete; Didactics; Didaktik
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-47635

This essay examines how after-school center teachers talk about working with gender equalityat the after-school center. Furthermore, it is about how after-school center teachers talk abouttheir work to counteract traditional gender roles, and how they describe the strategies they useto counteract traditional gender roles. Previous research shows that a difference is madebetween girls and boys by educators, children are treated differently based on their gender.Research also shows that educators' attitudes and emotional expressions can help shape achild's gender identity. The thesis is based on several theoretical poin, these are socially orbiologically constructed gender, gender roles and gender contracts, with these concepts theresults are analyzed. In our study, we have started from the questions: How do after-schoolteachers talk about their work in counteracting traditional gender roles? Also: How do theafter-school center teachers describe in their speech their strategies for counteractingtraditional gender roles in the after-school center's activities? The method we used to getanswers to our questions was qualitative interviews. We have interviewed trained after-schoolteachers from three different schools. The results we have obtained show that educators saythat they do not actively see that they are working to counteract traditional gender roles, theeducators stated above all that they work on the basis of the curriculum. Furthermore, we seethat the traditional gender roles are extremely alive in the educators we interviewed, theresults show that the gender contract to some extent governs the planning of the leisurecenter's activities and environment. Finally, the after-school center teachers we interviewedfeel that they do not have the education that may be needed to work actively with gender andequality at the after-school center.