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Träfflista för sökning "hsv:(SAMHÄLLSVETENSKAP) hsv:(Annan samhällsvetenskap) hsv:(Genusstudier) ;pers:(Salminen Karlsson Minna 1957)"

Sökning: hsv:(SAMHÄLLSVETENSKAP) hsv:(Annan samhällsvetenskap) hsv:(Genusstudier) > Salminen Karlsson Minna 1957

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  • Salminen-Karlsson, Minna, 1957- (författare)
  • Computer Courses in Adult Education in a Gender perspective
  • 2010. - 1
  • Ingår i: Gender Issues in Learning and Working with Information Technology. - Hershey : IGI Global. - 9781615208135 - 9781615208142 ; , s. 209-229
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • In this study of computer courses in municipal adult education, 173 questionnaires from 10 Swedish adult education centres with students taking a basic computer education course were analyzed. The main findings were that men consistently reported greater computer competence, while computer interest or computer attitudes did not show gender differences. The gender differences in computer competence were significant even in the youngest age group. Young women were also the most distinctive group by being the most dissatisfied. The idea that gender issues in adult computer education mainly concern computer reticent middle aged women while young women attend computer courses on a more equal footing with men does not hold in this sample. The results raise some practical questions, particularly in assessing the differences in computer competence and women’s feelings of inadequacy, taking advantage of women’s computer interest, and coming into terms with young women’s expectations.
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  • Salminen-Karlsson, Minna, 1957- (författare)
  • All Inclusive Visions? : Gender relations in small ICT firms in India
  • 2014
  • Konferensbidrag (refereegranskat)abstract
    • The global IT sector has been an important employer of young, educated Indian middle class women. The jobs have often been created by large multinational companies, with headquarters inside or outside India. The IT sector has been seen to be promoting gender equality in the Indian society by providing professional employment to women. Multinational companies with headquarters in the West are sometimes seen as promoting gender equality in the Indian patriarchal context, for example, by implementing corporate gender equality policies (Adler, 2000; Kelkar & Shresta & Veena, 2002).             However, the picture is not all positive. Poster (2008) shows how corporate equality policies are transformed in local contexts to become more in tune with the local traditions. Moreover, research in gender and organizations has criticized the hierarchical organizational settings as being particularly problematic for women (Acker, 1990). The Indian offices of large IT companies are prime examples of this kind of organizing.             In addition, there are particular problems in the Indian societal context that Western based gender equality policies fail to target: The restricted mobility of women and the expectation that women give their family preference over work (Kelkar & Shresta & Veena, 2002; Shanker 2008). Work in multinational IT companies in India is often characterised by long working hours and night shifts to cater to the needs of foreign clients, restricting women’s possibilities to participate.             This interview study looks at two small IT enterprises in India, one managed by Swedes and the other by Dutch. Against the backdrop of previous research in big Indian IT companies, the study investigates how gender relations are shaped in this kind of Swedish/Dutch organizational islands in the Indian organizational and societal context, and in particular how managers from relatively gender-equal societies relate to the organizational implications of the local societal gender contracts. The relationship between formal and informal barriers for women’s careers (Wajcman 1998) can be expected to be different here, compared to the large hierarchical organizations.             Both companies in the study have a partly visionary origin – the aim of the founding men has not only been to conduct successful businesses, but also to create better workplaces than the big hierarchical IT ‘code industries’. These small firms are designed to work with flat structures, interaction with the foreign clients by all employees, reasonable working hours and social coherence. Thus, they provide an alternative way of organizing, which should be beneficial to female employees. However, these small companies also rely on the visions and decisions of their founding men and informal and personal solutions. They do not have official gender equality plans and policies, and this might make them a problematic environment for women.             In addition to illuminating gender relations in small, foreign-owned firms which are an under-researched part of the Indian IT labour market, the study relates to questions regarding the possibilities for societal gender equality ideologies to travel globally through policies and through individuals.
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  • Salminen-Karlsson, Minna, 1957- (författare)
  • Att välja utbildning utan innehåll : Gymnasisters värderingar av utbildningskatalogernas reklamfraser
  • 2009
  • Ingår i: Resultatdialog. - Stockholm : Vetenskapsrådet. - 9789173071550 ; , s. 145-151
  • Bokkapitel (populärvet., debatt m.m.)abstract
    • Den här studien är en del av forskningsprojektet ”Flickor och kvinnor till tekniska utbildnin gar och yrken” och undersöker högskoleutbildningars reklammate ri al, för att se om det sätt som utbildningarna beskriver sig själva på kan spela någon roll för svårigheterna att rekrytera studenter av båda könen. De utvalda utbildningarna är högskolein gen jörs ut bildnin gen och sjuksköter ske utbildningen. Båda utbildningarna har under årens lopp initierat ett antal projekt och för sök att rekryte ra fler studenter av motsatt kön. Att fram gången har varit begränsad kan förklaras med att pojkar inte är intresserade av vård och flickor inte av teknik. Men den här studien undersöker om det kan finnas fler skäl, till exempel det sätt som dessa utbildningar presenteras på för gymnasieelever.
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  • Salminen-Karlsson, Minna, 1957-, et al. (författare)
  • Decoupling gender equality from gender pay audits in Swedish municipalities
  • 2022
  • Ingår i: Economic and Industrial Democracy. - : Sage Publications. - 0143-831X .- 1461-7099. ; 43:4, s. 1588-1609
  • Tidskriftsartikel (refereegranskat)abstract
    • This article investigates processes of gender pay audits in five municipalities in Sweden in order to understand the reasons why gender pay audits in general do not level out men’s and women’s salaries in the way they are intended to. The results show how gender pay audits became a bureaucratic process to fulfil a legal requirement, and how they were decoupled from core organizational practices and salary policies. This decoupling was furthered by the realization that the result of gender pay audits would imply a need for large structural changes in pay policies, for which there were no financial means. Consequently, decoupling was found to be a major reason why gender pay audits are ineffective in coming to terms with gender pay gaps.
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  • Kalat, Anne-Sofie, 1974-, et al. (författare)
  • Coping with higher educational expectations : Gender, class and challenges in prestigious contexts
  • 2017
  • Konferensbidrag (refereegranskat)abstract
    • Research topic/Aim: In this paper we explore the challenges of coping with high-status and competitive HE programmes in elite contexts where top achievements are generally taken for granted. We consider how different learning and social contexts are related to students’ experiences of stress, and what kinds of coping strategies are available and used by different groups of students (e.g. class and gender).Theoretical frameworks: The analysis is informed by sociological stress research (e.g. Pearlin 1989), studies on gender, class and higher education (e.g. Reay et al. 2009) and academic self-concept (e.g. Marsh & Parker, 1984; Eccles 2009).  Methodology/research design: We draw upon data from a large, ongoing, three-year (2015-2018), cross-national (Sweden and England) comparative interview project that investigates how constructions of masculinities and student identities inform strategies for coping with risks of academic failure and/or striving for success. The project focuses on three elite HE programmes: Medicine, Law and Engineering. Data are being generated by focus group interviews and individual interviews with students and staff. The interviews explored: 1) the learning/teaching contexts and cultures; 2) patterns of academic achievement and advice-seeking; 3) assessments and social comparisons; 4) stress and self-worth protecting strategies; 5) gender formations and men’s identities. Data were analyzed in Atlas.ti using a constructivist grounded theory approach to ex­plo­re how male students’ identities and strategies are underpinned by the indivi­dual, interactional and institutional orders in the different contexts.Expected conclusions/Findings: Our data suggest that students knew that the programmes would be demanding and many students reporting choosing them because they wanted to be challenged academically. However, most had not anticipated the challenges they would face in terms of their academic identities. The transition to the new environment meant that most students had to negotiate a change from being a top student to being an ‘average’ or ‘low’ achiever, and many struggled with trying to find a sustainable work/rest balance. Students used a multitude of strategies which we explore in this paper; e.g. increased academic effort and withdrawal from other activities; displaying calmness and engagement in the programme communities; concealing poor test results; and also, seeking academic and emotional support from peers. While gendered discourses of ‘effortless achievement’ and detachment from studies were regarded as less prominent than in schooling, hiding stress and effort were described as especially common for men and associated with masculinity.Relevance for Nordic Educational Research: By examining undergraduate stress and well-being in prestigious contexts, we will begin to shed more light on (1) how privilege are maintained, reinforced, and might be challenged, and, also, (2) the pressures and demands on many middle-class young people and the effects on their wellbeing.
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  • Kalat, Anne-Sofie, 1974-, et al. (författare)
  • There’s no balance there’s only chaos’ : Men students’ experiences and expressions of negative emotions in prestigious degree programmes
  • 2017
  • Konferensbidrag (refereegranskat)abstract
    • This paper explores men students’ experiences and expressions of negative affect, especially shame and fear. We ask how these are informed by gender, social class and prestigious higher education contexts. Context and social categories inform affect-norms, which in turn inform understandings of, for example, which forms of affect are legitimate to experience and express. The importance of considering affective dimensions in education has been demonstrated beyond their effects on well-being. Previous research implies, for example, that joy and pride, as well as shame, fear of failure and test-anxiety, have implications for students’ motivation, effort and choice of educational trajectories.  The paper draws on data from an ongoing qualitative, large-scale interview study about masculinity and men students in England and Sweden (2015-2018). Semi-structured interviews (approx. 1-1.5 hours) were conducted with students and staff in Law, Medicine and Physics engineering, i.e. prestigious and stressful programmes that recruit primarily top-achieving, middle-class young people. The findings suggest that experiencing (overwhelming) pressure and some degree of exam-anxiety were expected and normalized in these milieus. This applied to both men and women, although men overall were seen as more likely than women to conceal stress and anxiety. Furthermore, expectations relating to degree programme, as well as gender, were important in shaping affect-norms. For example, whereas law and engineering students were expected to conceal ‘weaknesses’, medical students had considerably more leeway to be open about difficulties, and peers were expected to respond sympathetically. Of course, men students within programmes do not constitute a homogeneous group, so we also investigate differences at an individual level about how pressures were felt and expressed.
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