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  • 351.
    Morén, Sol
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Can you see me now?2012In: Invisible Girl Conference, Umeå, Sweden, 7 June, 2012 / [ed] Gun-Marie Frånberg, Camilla Hällgren, Elza Dunkels, 2012Conference paper (Refereed)
    Abstract [en]

    Why do so many girls choose to blog? What is it that influences girls’ choices of new technology? How is digital creativity affected by gender norms? The prevailing social gender norms appear to be reflected on the Internet as digital gender norms, where girls and boys seem to prefer different communication tools. While working with the question of digital gender, I developed the hypothesis of aesthetic technology, namely that girls often have an artistic approach towards technology.

  • 352.
    Morén, Sol
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Can you see me now?: the digital strategies of creative girls2013In: Invisible Girl: "Ceci n'est pas une fille" / [ed] Gun-Marie Frånberg, Elza Dunkels and Camilla Hällgren, Umeå: Umeå Universitet , 2013, p. 231-241Chapter in book (Refereed)
    Abstract [en]

    The digital strategies of creative girls aims to make visible girls as creative developers of the Internet and new technology, which has been investigated through interviews with students, artists, project managers and entrepreneurs. Why do so many girls choose to blog? What is it that influences girls’ choices of new technology? How is digital creativity affected by gender norms? The prevailing social gender norms appear to be reflected on the Internet as digital gender norms, where girls and boys seem to prefer different communication tools. While working with the question of digital gender, I have developed the hypothesis of aesthetic technology namely that girls often have an artistic approach towards technology. Girls mainly learn technology for a reason, planning to do something once they have learned the technique, and their goals often have aesthetic preferences. The issue of girls learning technology, becoming technical, is clearly more complicated than one might first think in relation to gender norms. Even though young girls are often just as interested in technology as young boys are, it is difficult for them to keep or adapt their technical interest to normative femininity, as they enter their teens. Another problem is that expressions of technical competence or innovation, which do not correspond to the predominant male norm, might be hard for us to see. Creative girls who undergo education within the digital field can easily end up in a situation where they must first work with equality and become entrepreneurs in order to have a chance to practice their profession.

  • 353.
    Morén, Sol
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    In Search of Digital Feminisms: Digital Gender & Aesthetic technology2013In: Lateral: Journal of the Cultural Studies Association, ISSN 2469-4053, no 2Article in journal (Refereed)
    Abstract [en]

    What is it that influences girls’ choices of new technology? How is digital creativity affected by gender norms? “Digital Gender & Aesthetic Technology” aims to make visible females as creative developers of the Internet and new technology, through interviews with students, artists, project managers, and entrepreneurs. The prevailing social norms appear to be reflected on the Internet as “digital gender norms,” where girls and boys prefer apparently different communication tools. While working with the question of “digital gender,” I have developed the hypothesis of “Aesthetic Technology,” namely that girls often have an artistic approach towards technology. Girls mainly learn technology for a personal reason, planning to create something once they have learned the technique, and their goal often have aesthetic preferences. The question of girls “becoming technical,” is more complicated than one might first think, in relation to gender. Even though young girls are often just as interested in technology as young boys are, it is difficult for them to keep or adapt their technical interest to normative femininity in their teens. Another problem is that expressions of technical competence or innovation, which do not correspond to the predominant male norm, might be hard to recognize. Females who study within the field of creative digital technology often begin their career by struggling with questions of equality, instead of just practicing their profession.

  • 354.
    Morén, Sol
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Ser du mig nu?: Kreativa tjejers digitala strategier2012In: KLÄM!: Konferens om lärande, ämnesdidaktik och mediebruk 2012, Umeå, Sweden, 14-16 maj, 2012, Umeå: Umeå Universitet , 2012Conference paper (Refereed)
    Abstract [sv]

    Varför är det så många tjejer som väljer att blogga? Hur påverkas digital kreativitet av genusnormer?

    "Ser du mig nu? Kreativa tjejers digitala strategier" är ett paper som syftar till att synliggöra tjejer som kreativa användare och utvecklare av internet och ny teknik. Detta har undersökts genom intervjuer med kvinnliga studenter, konstnärer, projektledare och entreprenörer. De genusnormer som råder i samhället verkar återspeglas i unga människors nätkulturer Tjejer och killars nätkommunikation tar sig uttryck i skilda umgängesformer, knutna till homosociala genusnormer, trots att nätet förväntas vara en kroppsoberoende mötesplats. Killar dominerar online-spel miljöer, där manligt heteronormativa värderingar riskerar att försätta tjejer i ett sexistiskt grundat utanförskap. Tjejer dominerar bloggsfären, där bloggandet kan betraktas som ett nytt kvinnligt entreprenörskap, med användare som kontinuerligt utvecklar nya kreativa strategier för nätverkskommunikation. En hypotes som vuxit fram under arbetes gång, är att tjejer ofta har en estetisk ingång till teknik. Tjejer påverkar ofta välja att lära sig teknik för att de vill skapa något annat med hjälp av tekniken, och målet har ofta estetiska preferenser. Att lära sig teknik, att som kvinna bli teknisk, visar sig vara mer komplicerat än vad man först kan tro i förhållande till genusnormer. Problemen har att göra med överskridandet av genusnormer, och yttrar sig på en rad områden. När det gäller teknisk kunnighet så finns det normativa förväntningar på hur kompetensen skall komma till uttryck. Tjejer som utbildar sig inom området kreativ digital teknik, får ofta börja med att arbeta för jämställdhet, i stället för att utöva sitt yrke, eftersom det kan vara svårt att etablera sig i den befintliga företagskulturen.

  • 355.
    Myreböe, Synne
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Att mobilisera känslor: Martha Nussbaums feminiserande läsning av kultiveringstänkandets idéhistoria2016In: Gränser, mobilitet och mobilisering: Boundaries, mobility and mobilisation : Nationell konferens för genusforskning = Swedish conference for gender research / [ed] Silje Lundgren, Maja Lundqvist, Björn Pernrud, Göteborg: Nationella sekretariatet för genusforskning , 2016, p. 132-Conference paper (Other academic)
  • 356.
    Mählck, Paula
    Umeå University, Faculty of Social Sciences, Sociology.
    Mapping Gender in Academic Workplaces: Ways of reproducing gender inequality within the discourse of equality2003Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Sweden is often described as one of the best countries in the world for women to live in. Despite this and despite a number of equal opportunity interventions within the area of higher education from the mid 1990s and on, Sweden follows the international pattern of the "leaking pipeline" when it comes to gender distribution in academia. The higher up in the academic hierarchy the more men and the fewer women. The topic of this thesis is mapping gender in academic workplaces. The aim is to explore ways in which the social relations of researchers everyday working lives are gendered. This involves studing ways in which gender inequality is produced, maintained or ignored within the discource of gender equality in Swedish academic workplaces and in Swedish society at large.

  • 357.
    Nesbit, Andrew
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Sex-Specific Bias and Olfactory Perception2018Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Society would tell us that women have a superior sense of smell compared to men, but studies on innate olfactory ability have failed to verify these results. Perhaps women outperform men on some tests of olfactory ability due to the effect of a societal bias on perception, instead. The goal of this study was to determine if the presence of a sex-specific societal bias could affect an individual’s olfactory perception by influencing an individual to both rate an olfactory stimulus in line with the presented bias while also perceiving a noticeable difference according to the bias’s expectations. During both biased and unbiased conditions, 32 adults (women, n =16) were asked to smell and rate a set of 20 flasks all containing the same concentration of butanol. The biased scores were the same for both sexes with only the presentation of the bias changing. Participants were also asked to answer a follow-up survey tasked at determining why they rated to two conditions differently. The results showed that participants tended to rate in line with the sex-specific bias for measures of intensity. No difference for intensity scores were observed between the sexes. All 32 participants marked on the follow-up survey that they rated differently between conditions, with the majority of them indicating that they did perceive the biased condition as more intense. The results from this experiment provide support for the hypothesis that the presence of a societal bias can potentially affect how an individual perceives an olfactory stimulus.

  • 358.
    Norberg, Filippa
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    "Sann jämställdhet kan bara byggas på sanningens grund”: En diskursiv analys av begreppet jämställdism2013Independent thesis Basic level (degree of Bachelor), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen är dels att undersöka om mediefenomenet Pär Ströms jämställdistiska diskurser går att förstå, genom att knyta an till maskulinitetskonstruktioner. Även hur dessa diskurser förhåller sig till könskategoriseringar och heteronormativitet. Delvis genom att undersöka hur subjektspositionen kön konstrueras i dessa diskurser. Det empiriska materialet utgörs av två böcker skrivna av Pär Ström. Det teoretiska ramverket som tillämpas i analysen är diskursteori, queerteori samt maskulinitetsteori. Främst används queerteoretiska och diskursteoretiska begrepp som verktyg i analysen för att kunna bedriva den diskursanalytiska metoden på empirin. Analysen av empirin visar att Ströms jämställdistiska diskurser innehar ett essentialistiskt, statiskt och binärt förhållningssätt till könskategorier. Även att det går att kontextualisera mediefenomenet Pär Ström i en nyliberal diskurs, där maskulinitet har en inverkan på de jämställdistiska diskursernas innehåll. Slutsatsen i uppsatsen är att det, i de jämställdistiska diskurserna, hävdas en essentialistisk och objektiv sanningssyn, där det framläggs en syn på subjektspositionen kön som dikotomi. Denna objektivitet är problematisk, då den i sin blindhet gentemot sociala strukturer inte kan frångå varken det ”naturgivna” könet eller ett heteronormativt seende. 

  • 359.
    Nordberg, Karin
    Umeå University, Faculty of Arts, Culture and Media.
    Alternativa röster: radions kvinnoprogram som offentliga normbrytare2004In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, no 1, p. 5-15Article in journal (Refereed)
  • 360.
    Nordenmark, Mikael
    et al.
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Nyman, Charlott
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Fair or unfair? Perceived fairness of household division of labour and gender equality among Swedish women and men: the Swedish case.2003In: The European Journal of Women's Studies, ISSN 1350-5068, E-ISSN 1461-7420, Vol. 10, no 2, p. 181-209Article in journal (Refereed)
    Abstract [en]

    The main aim of this study is to analyse how time use, individual resources, distributive justice and gender ideology influence perceptions of fairness concerning housework and gender equality. The analyses are based on survey data as well as on an interview study, both including Swedish couples. The quantitative results show that it is only factors connected to time use (division of housework and leisure time) that are significantly correlated to both perceptions of fairness concerning division of household labour and gender equality. Although the qualitative results in part confirm this picture, they also illustrate the complexity of concepts like fairness and equality. The interviews show that there are several factors and mechanisms at work in influencing perceptions of fairness and equality that were not possible to see from the quantitative analysis alone.

  • 361.
    Nordlund, Christer
    et al.
    Umeå University, Faculty of Arts.
    Granéli, Annette
    Kön, karriär och kvalitet på möjligheternas universitet2014In: Thule: Kungl. Skytteanska Samfundets Årsbok 2014 / [ed] Roger Jacobsson, Umeå: Kungl. Skytteanska Samfundet , 2014, p. 149-159Chapter in book (Other academic)
    Abstract [en]

    Gender, Quality and Career at the University of Possibilities. This essay introduces the Young Academy of Sweden, established by the Royal Swedish Academy of Sciences in 2011, and highlights three challenges in the current national academic system: gender inequality, the external funding bodies' focus on "excellence" (environments and individuals), and lack of a trasparent tenure track system. In order to attract the most promising young researchers, both men and women, and to create better opportunities for new groundbreaking research in a long-term perspective, the Young Acadmey of Sweden has proposed a tenure track model (funded primarely by block grants), which is also presented in the essay. 

  • 362.
    Nordström, Marika
    Umeå University, Faculty of Arts, Department of culture and media studies.
    ”Man börjar spela när man får förebilder liksom”: Förebilden som kulturellt fenomen2012In: Intro: En antologi om musik och samhälle / [ed] Johan A. Lundin, Malmö: Kira förlag , 2012, p. 149-159Chapter in book (Other academic)
  • 363.
    Nordström, Marika
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Rock och feminism2004In: Respekt för rötter: Musik- och kulturföreningars betydelse för svenskt musikliv / [ed] Pergunnar Carlson, Slite: Wessmans musikförlag , 2004, p. 91-106Chapter in book (Other academic)
  • 364.
    Norgren-Hansson, Mimmi
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Caring ability’s within peer groups in Swedish compulsory schools2019Conference paper (Other academic)
    Abstract [en]

    In compulsory schools in Sweden there is an ongoing debate on the basic values in the Swedish curriculum, often in reference to violations of current standards in forms of bullying, harassment, discrimination and offensive treatment (Nyström 2011: 11). It would also be interesting to notice the stories and expressions of care and friendship in peer to peer relations. Increased knowledge regarding caring within peer groups, can generate new strategies for the education of basic values stated in the Swedish curriculum.

    According to the Swedish education act (2010: 800), teachers are assigned to convey not only knowledge but also values. The curriculum stresses the ability to “act responsibly towards themselves and others” (Lgr11). The care perspective is further highlighted in phrasing the aim "can empathise with and understand the situation other people are in and also develops the will to act with their best interests at heart" (Lgr11). The ability to empathize with others is regarded as fundamental from a care ethical perspective as it is the basis for later action (Noddings, 1984: 16).

    I will display my preliminary results from an interview study whit pupils from Swedish compulsory school focusing on experience of caring in peer to peer relations. From this results I will reason about the possibility of using care ethics as an analytic tool in the work with the basic values in the Swedish curriculum and further the need for a discussion about moral education, highlighting the importance of masculine and feminine coded ethical perspectives in school.  

  • 365.
    Norgren-Hansson, Mimmi
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    En könad omsorg?: omsorgsetiska erfarenheter på mellanstadiet2019In: Rethinking Knowledge Regimes: Solidarities & Contestations, Swedish Secretariat for Gender Research, University of Gothenburg , 2019, Vol. 19, p. 96-97Conference paper (Refereed)
    Abstract [sv]

    En könad omsorg? Omsorgsetiska erfarenheter på mellanstadiet.

    Enligt skollagen (2010:800) är det lärares uppdrag att förmedla inte bara kunskap utan vidare också värderingar. Dessa värderingar konkretiseras i läroplanen. Under preciseringen av det etiska perspektivet skriver man till exempel såhär:

    ”Det etiska perspektivet är av betydelse för många av de frågor som tas upp i skolan. Perspektivet ska prägla skolans verksamhet för att ge grund för och främja elevernas förmåga att göra personliga ställningstaganden och agera ansvarsfullt mot sig själva och andra.” (Lgr11)

    Under de mål som uppsatts för arbetet med skolans värdegrund lyfts också omsorgsperspektivet ytterligare då man fastslår att, ”skolans mål är att varje elev kan leva sig in i och förstå andra människors situation och utvecklar en vilja att handla också med deras bästa för ögonen”. Just inlevelseförmågan ses som fundamental ur ett omsorgsetiskt perspektiv då den är grunden för senare handling (Noddings, 1984:16).

    Om vi vet mer om värdegrundsuppdraget utifrån aspekten omsorg så kan detta i förlängningen av verksamheten generera nya arbetssätt för hur fler kan tillgodogöra sig dessa förmågor och värderingar. Istället för att enbart söka efter komplikationerna eftersöks de uttryck som bäddar för förmågan att kunna manövrera sig i ett socialt landskap med omsorg för andra som mål och medel. Den aktuella debatten om förmedling av värden utgår idag ofta från brott mot gällande normer i form av mobbing, trakasserier, diskriminering och kränkande behandling (Nyström 2011:11). Detta perspektiv kan vara intressant att vända på. Syftet med studien är att beskriva, analysera och diskutera mellanstadieelevers erfarenheter och berättelser utav omsorg utifrån deras skolvardag. Detta kan även ligga till grund för en moralpedagogisk diskussion där betydelsen av maskulint och feminint kodade etiska perspektiv i skolan belyses.

    Utifrån ett genusperspektiv redovisas resultatet från tio kvalitativa intervjuer genomförda med svenska mellanstadieelever med fokus på erfarenheter och berättelser av omsorg.     

  • 366.
    Norlander, Kerstin
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Det nya universitetet och kvinnorörelsens Umeå.2009In: Pionjärarbete i norr: Kön, makt och politik. Umeå 1989-2009 / [ed] Christina Bernhardsson, Björn Kjellsson, Umeå: Jämställdhetsutskottet i Umeå kommun , 2009, p. 8-11Chapter in book (Other (popular science, discussion, etc.))
  • 367.
    Norlander, Kerstin
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Empathetic reading: The art of reading a text on its own terms2013In: Gender Studies Education and Pedagogy / [ed] Anna Lundberg & Ann Werner, Gothenburg: Swedish Secretariat for Gender Research , 2013, p. 10-13Chapter in book (Other academic)
  • 368.
    Norlander, Kerstin
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Empatisk läsning: Om konsten att läsa en text på dess egna villkor2012In: Genusvetenskapens pedagogik och didaktik / [ed] Anna Lundberg & Ann Werner, Göteborg: Nationella sekretariatet för genusforskning , 2012, p. 19-25Chapter in book (Other academic)
  • 369.
    Norlander, Kerstin
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Ett genis ursprung: (rec. av) Didier Eribon: Michel Foucault [1926-1984]1992In: Kvinnovetenskaplig tidskrift, ISSN 0348-8365, Vol. 13, no 4, p. 73-75Article, book review (Other academic)
  • 370.
    Norlander, Kerstin
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Hur kapitalisten blev en man1995In: Kvinneforskning, ISSN 0806-6256, Vol. 19, no 2, p. 5-12Article in journal (Other academic)
  • 371.
    Norlander, Kerstin
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Krytyczne przemyslenia gender2014Report (Refereed)
  • 372.
    Norlander, Kerstin
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Kvinnoforskning och statsfeminism - en ohelig allians?1997In: Häften för Kritiska Studier, ISSN 0345-4789, Vol. 30, no 4, p. 35-41Article in journal (Other (popular science, discussion, etc.))
  • 373.
    Norlander, Kerstin
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Kvinnohus nu!: dagbok från kvinnohusockupationen i Umeå 19832017In: Kvinnohus nu!: dagbok från kvinnohusockupationen i Umeå 1983 / [ed] Kerstin Norlander och Kristina Larsson, Umeå: Bokförlaget h:ström - Text & Kultur, 2017, p. 7-38Chapter in book (Other academic)
  • 374.
    Norlander, Kerstin
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Kvinnor och teknik: Rec av Anita Nyberg: Tekniken - kvinnornas befriare? & Louise Waldén: Genom symaskinens nålsöga1991In: Häften för Kritiska Studier, ISSN 0345-4789, Vol. 24, no 1, p. 75-77Article, book review (Other academic)
  • 375.
    Norlander, Kerstin
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Kvinnors och mäns arbeten: Rec av Ulla Wikander: Kvinnors och mäns arbeten: Gustavsberg 1880-19801989In: Häften för Kritiska Studier, ISSN 0345-4789, Vol. 22, no 4, p. 66-70Article, book review (Other academic)
  • 376.
    Norlander, Kerstin
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Nytt ur tidskrifter: Gender & History1992In: Historisk Tidskrift (S), ISSN 0345-469X, Vol. 112, no 1, p. 580-582Article, book review (Other academic)
  • 377.
    Norlander, Kerstin
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Systerskap i Gula villan: Om kvinnohusockupationen i Umeå 19832010In: Tusen systrar ställde krav: Minnen från 70-talets kvinnokamp / [ed] Ingrid Sillén, et. al., Stockholm: Migra Förlag , 2010, p. 229-240Chapter in book (Other (popular science, discussion, etc.))
  • 378.
    Norlander, Kerstin
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Vad gör strukturerna med oss?: Feminismens akademiska dilemma1996In: Kvinder, Køn og Forskning, ISSN 0907-6182, E-ISSN 2245-6937, Vol. 5, no 3, p. 31-40Article in journal (Other academic)
  • 379.
    Norlander, Kerstin
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Vad gör strukturerna med oss?: Feminismens akademiska dilemma1994In: Häften för Kritiska Studier, ISSN 0345-4789, Vol. 27, no 4, p. 3-10Article in journal (Other (popular science, discussion, etc.))
  • 380.
    Norlander, Kerstin
    et al.
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Fredriksson, GöranJordansson, BirgittaHumlesjö, Inger
    Könsmaktens förvandlingar: En vänbok till Anita Göransson2003Collection (editor) (Other academic)
  • 381.
    Norlander, Kerstin
    et al.
    Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Larsson, Kristina
    Kvinnohus nu!: dagbok från Kvinnohusockupationen i Umeå 19832017Collection (editor) (Refereed)
  • 382.
    Norrhem, Svante
    Umeå University, Faculty of Arts, Historical Studies. Umeå University, Faculty of Arts, Historical Studies.
    Ceremoniers makt och betydelsen av kön2006In: Historisk Tidskrift, ISSN 0345-469X, no 1, p. 93-98Article, book review (Other (popular science, discussion, etc.))
  • 383.
    Norrhem, Svante
    Umeå University, Faculty of Arts, Historical Studies.
    Liket i garderoben. En studie av sexualitet, livsstil och begravning2007In: Tidskrift för genusvetenskap, ISSN 1654-5443, no 4, p. 107-109Article, book review (Other academic)
  • 384.
    Norrhem, Svante
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Rydström, Jens
    Winkvist, Hanna
    Undantagsmänniskor: En svensk HBT-historia2008 (ed. 1)Book (Other academic)
  • 385.
    Novak, Masuma
    Umeå University, Faculty of Medicine, Public Health and Clinical Medicine.
    Social inequity in health: Explanation from a life course and gender perspective2010Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Background: A boy child born in a Gothenburg suburb has a life expectancy that is nine years shorter than that of another child just 23 km away, and among girls the difference is five years. There is no necessary biological reason to this observed difference. In fact, like life length, most diseases follow a social gradient, even in a country like Sweden where many believe there is no class inequity. This social inequity in health tells us that some of us are not achieving our potential in health or in life length compared to our more fortunate fellow citizens.

    Aim: This thesis attempts to explore the patterns of health inequities and the pathways by which health inequities develop from a life course and gender perspective. In particular focuses on the importance of material, behavioural, health related and psychosocial circumstances from adolescence to adulthood in explaining social inequity in musculoskeletal disorders (MSDs), obesity, smoking, and social mobility.

    Method: All four papers of this thesis were based on quantitative analyses of data from a 14-year follow-up study. The baseline survey was conducted in 1981 in Luleå, Sweden. The survey included all 16-year-old pupils born in 1965. A total of 1081 pupils (575 boys and 506 girls) were surveyed. They were followed up at ages 18, 21 and 30 years with comprehensive self-administered questionnaires. The response rate was 96.5% throughout the 14-year follow-up. In addition to the questionnaires data, school records, and interviews with nurse and teachers’ were used.

    Results: There were no class or gender differences in MSDs and in obesity during adolescence, but significantly more girls than boys were smokers. Class and gender differences had emerged when they reached adulthood with more women reporting to have MSDs but more men being overweight and obese. Women continued to be smokers at a higher rate than men through to adulthood. When an intersection between class and gender was considered, a more complex picture emerged. For example, not all women had higher prevalence of MSDs or smoked more than men, rather men with high socioeconomic position (SEP) had lower prevalences of MSDs and smoking than women with high SEP; and these high SEP women had lower prevalences than men with low SEP. The worst-off group was women with low SEP. The obesity pattern was quite the contrary, where women with high SEP had a lower prevalence of obesity than women with low SEP; and these low SEP women had a lower prevalence than men with high SEP. The worst-off group was men with low SEP. Regarding social mobility, health status (other than height in women) and ethnic background were not associated with mobility either for men or women.

    The results indicated that unequal distribution of material, psychosocial, health and health related behavioural factors during adolescence, young adulthood and adulthood accounted for the observed social gradients and social mobility. However, several factors from adolescence appeared to be more important for women while recent factors were more important for men. Important adolescent factors for social inequity and downward mobility were: unfavourable material circumstances defined as low SEP of parent, unemployed family member, and had no own room during upbringing; unfavourable psychosocial circumstances defined as parental divorce, poor contact with parents, being less liked in school, and low school control; and poor health related behaviour defined as smoking and physical inactivity. Among these factors, being less liked in school showed consistent association with all outcome measures of this thesis. Being less liked by the teachers and students was found to be more common among adolescents whose parents had low SEP. Men and women who were less liked in school during their adolescence were more likely as adults to be smokers, obese (only women), and downwardly mobile. The dominant adult life factor that contributed to class inequity in MSDs for men and women was physical heavy working conditions, which attributed to an estimated 46.9% (women) and 49.5% (men) of the increased risk in MSDs of the lower SEP group. High alcohol consumption among men with low SEP was an additional factor that contributed to class inequities in health and social mobility.

    Conclusion: Social patterning of health in this cohort was gendered and age specific depending on the outcome measures. Unfavourable school environment in early years had long lasting negative influence on later health, health behavior and SEP. The thesis supports the notion of accumulation of risk that social inequities in health occurs due to accumulation of multiple adverse circumstances among the lower SEP group throughout their life course. Schools should be used as a setting for interventions aimed at reducing socioeconomic inequities in health. The detailed policy implications for reduction of social inequities in health among men and women are discussed.

  • 386.
    Nyman, Charlott
    et al.
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Reinikainen, Lasse
    Eriksson, Kristina
    The tension between gender equality and doing gender Swedish couples' talk about the division of housework2018In: Women's Studies: International Forum, ISSN 0277-5395, E-ISSN 1879-243X, Vol. 68, p. 36-46Article in journal (Refereed)
    Abstract [en]

    Sweden is considered as one of the most gender equal countries in the world and most Swedes claim to embrace gender equality. Yet, the majority of couples still organize their family lives according to traditional gendered patterns. This article aims to investigate how gender plays a role for how couples in Sweden talk about, articulate and frame their arguments regarding their division of housework. We identify three practices that act to support and reproduce a traditional gender order. These practices are: constructions of (un)suitability, placement of responsibility and comparison. Through these practices the couples' uneven division of housework is made into something other than a question of gender (in)equality, and change of the present order is made into a non-issue. We argue that the tension between striving for gender equality on the one hand and doing gender on the other, characterizes everyday interaction in modem couples. Recognizing this complexity is important for understanding the slow changes in gendered and gendering patterns and for the slow movement towards greater gender equality. The analysis brings the complex, interwoven and contradictory processes of doing gender to the fore.

  • 387.
    Nyström, Daniel
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Den ambivalenta Emma Goldman2019In: Arbetarhistoria : Meddelande från Arbetarrörelsens Arkiv och Bibliotek, ISSN 0281-7446, Vol. 44, no 4, p. 45-46Article, book review (Other academic)
  • 388.
    Nyström, Daniel
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Ett svenskt bakslag: kontextskapande i diskussioner om Susan Faludis Backlash2015In: Tidskrift för Genusvetenskap, ISSN 1654-5443, E-ISSN 2001-1377, Vol. 36, no 1-2, p. 53-72Article in journal (Refereed)
    Abstract [en]

    In the 1990s, the publication of Susan Faludi's Backlash. The Undeclared War Against American Women provoked discussions amongst literary critics in Sweden. Particularly feminist and Women's Studies communities embraced the book's thesis and probed whether Swedish women had experienced a backlash similar to the one revealed and conceptualised by Faludi. The aim of this article is to study the ways in which these communities used Backlash to interpret the political context in Sweden. A key player in the discussions of Backlash and in promoting the idea of a Swedish backlash was a newly established political network called Stödstrumporna (The Support Stockings). The network was initiated by a number of well-known Swedish feminists and as a reaction to the outcome of the general election in 1991, in which the representation of women in the Parliament decreased. In addition, recent national statistics had shown that the income gap between men and women had widened during the 1980's. Stödstrumporna interpreted both of these events as examples of a broader backlash against Swedish women. My supposition is that the labelling of specific contexts as examples of backlash can be understood as a kind of context making. Through an intersectional analysis, this article inquires to what extent the naming of contexts produces ideas of nation and gender. In Historical Studies, context has been used as a way to conceptualise how historical events are products of the time and place in which they occur. Without disputing this view of context, this article argues that context to a large extent is a narrative produced by contemporary actors who have a vested interest in presenting a context, which promotes their own positions and agendas.

  • 389.
    Nyström, Daniel
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Lilla Hjärtat, Muhammedkarikatyrer och en skäggig norrman2016In: Gränser, mobilitet och mobilisering: Boundaries, mobility and mobilisation : Nationell konferens för genusforskning = Swedish conference for gender research / [ed] Silje Lundgren, Maja Lundqvist, Björn Pernrud, Göteborg: Nationella sekretariatet för genusforskning , 2016, p. 136-Conference paper (Other academic)
  • 390.
    Nyström, Daniel
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Om populärhistoriska tidskrifter2019In: Tidskrift för Genusvetenskap, ISSN 1654-5443, E-ISSN 2001-1377, Vol. 40, no 2, p. 120-137Article in journal (Other academic)
    The full text will be freely available from 2020-09-01 15:34
  • 391.
    Nyström, Daniel
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Overud, JohannaUmeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Gender, history, futures: report from the XI Nordic Women's and gender history conference, Stockholm, Sweden, August 19–21 20152018Collection (editor) (Other academic)
    Abstract [en]

    The second volume of the Report series of the Swedish Association for Women's and Gender Historians is a result of the XI Nordic Woman’s and Gender History Conference, held in Stockholm, Sweden, in 2015. Contributions in English and Scandinavian languages cover a wide range of research fields, including decolonial feminism, antiquity and gender, cultural history, and feminist biography.

  • 392.
    Nyström, Eva
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Gender and Equity in Science Education: a survey of selected journals (2000-5)Manuscript (preprint) (Other academic)
  • 393.
    Nyström, Eva
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Nordisk forskning om genus och jämtälldhet i skola och utbildning 2005 - 20092009Report (Other academic)
    Abstract [sv]

    Forskningsöversikten behandlar nordisk forskning om genus och jämställdhet i skola och lärarutbildning mellan åren 2005 och 2009 samt redovisar de nordiska ländernas politik då det gäller jämställdhet och skola. Olika teman identiferas bland genomgången forskning och en jämförelse mellan de nordiska ländernas forskning görs. Rapporten avslutas med en sammanfattande analys.

  • 394.
    Nyström, Eva
    Umeå University, Faculty of Science and Technology, Mathematics, Technology and Science Education.
    Talking and taking positions: An encounter between action rsearch and the gendered and racialised discourses of school science2007Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis concerns processes of power relations in and about the science classroom. It draws on action research involving science and mathematics teachers in the Swedish upper secondary school (for students between 16 and 19 years). For the analysis, feminist post-structuralism, gender, and discourse theories (e.g. Butler and Foucault) are combined with critical action research methodology (e.g. Carr and Kemmis) and discourse analysis (e.g. Wetherell and Hall). The aim of the study is to make visible processes of inequality and to investigate how these are constructed in ‘talk’ or discourse about teaching and learning. The study grew out of teachers’ actions/small-scale projects in their own classrooms and so the study also investigates if and how action research can contribute to making visible, challenging and changing unequal practices and discourses of dominance. The first part of the thesis deals with this process and the analysis suggests that post-structural critiques of language and discourse are helpful in enabling actions to challenge inequities in the science classroom that currently exist. Five different articles constitute the second part of the thesis, two of which explore and survey research literature and argue for a need for more studies which investigate critically how science is shaped by specific social, cultural and historical contexts. Additionally, it is argued that it is important to focus not only on measuring differences among students but also on investigating how difference is constructed and how inequities can be challenged. The experiences and bodily feelings of what ‘race’ can do to gender (and vice versa) in a specific situation are recounted and examined in the third article which also invites different positions and complexity into the research field. The next two articles investigate how power and knowledge are produced, resisted and challenged in teacher and student talk within the action research project. The analysis draws on different discourses in contemporary Swedish society; for example a science discourse which produces school science (and its teachers and students) as high status, a gender equality discourse, a gender difference discourse, and an immigrant discourse which produces ‘immigrant students’ as problematic. Analysis of teacher talk reveals, for example, that long-established hierarchies and taken-for-granted values of school subjects in relation to gender reproduce advantage for some teachers but not for others, that teachers participate in the gendering of science subjects, and that changes in the teaching of science are resisted. Also students are located inside and outside the discourses they draw on, which qualifies or disqualifies them as ‘proper’ science students. Different borders are highlighted to show how students attach meaning to gender, social class, and ethnicity in different situations. Sometimes borders are produced inside bodies (the notion of the gendered brain, for example) and sometimes between cultures or according to family background. Resistance to dominant discourses is also visible in students’ talk and the ways in which teachers and students reproduce borders and exclusion in the science classroom through their practices. The analysis points out the need to initiate new research which can deconstruct among others, discourses of femininity and masculinity, the ‘immigrant student’ and school science.

  • 395.
    Nyström, Joe
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Jämställdhet? Hjärna det!: En studie om neurologiska och biologiska könsskillnader och dess inverkan på musikämnet och den svenska skolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis examines in Swedish teacher education often neglected areas to increase the understanding for the essential differences between the two sexes and furthermore: how these differences affect us from an evolutionary and biological perspective. The study investigates previous research within the area - particularly evolution, neurology, hormones and genetics that affects our behavior. It also scrutinizes theories of social construction which primarily lodged the foundation for learning within the last century and served as explanation model for how human beings turn out in life. Research is analyzed regarding how music may be perceived differently and how they may affect stereotypical choices regarding instrument and other preferences. Also, the study evaluates research regarding how the Swedish school is designed to uphold gender equality in their goals and in their national curriculum. Finally, conclusions whether the Swedish school is providing enforcement regarding scientific regulations, which the law demands from it – in this case biological factors – are being looked at.

    The results show that biological differences between males and females may influence human behavior to a greater degree than earlier predictions, and that the Swedish school is mostly founded on a social constructionist point of view. These results indirectly question the Swedish National Agency for Education’s definition of equality, which paradoxical may lead to equity. Or, equality by outcome. Which do not take biological sex differences, or even individual differences into account.

  • 396.
    Nyström Silfver, Eva
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    Ett två ett två2009In: Tidskrift för Genusvetenskap, ISSN 1654-5443, E-ISSN 2001-1377, no 1, p. 36-40Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Spelar kön någon roll när man arbetar som lärare i naturvetenskap eller disciplineras kvinnliga och manliga naturvetenskapslärare in i ett visst sätt att tänka? Under en stavgångstur funderar Eva Nyström på om kön har betydelse när man undervisar och på utbildning som inträdesbiljett till svensk identitet.

  • 397. O'Dell, Lindsay
    et al.
    Brownlow, Charlotte
    Bertilsdotter Rosqvist, Hanna
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Different adulthoods: Normative development and transgressive trajectories2018In: Feminism and Psychology, ISSN 0959-3535, E-ISSN 1461-7161, Vol. 28, no 3, p. 349-354Article in journal (Other academic)
  • 398.
    Olivius, Elisabeth
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Constructing Humanitarian Selves and Refugee Others: Gender Equality and the Global Governance of Refugees2016In: International feminist journal of politics, ISSN 1461-6742, E-ISSN 1468-4470, Vol. 18, no 2, p. 270-290Article in journal (Refereed)
    Abstract [en]

    Contributing to ongoing debates about what happens when feminism is institutionalized in global governance, this article examines how gender equality is given meaning and applied in humanitarian aid to refugees, and what the implications are with regard to the production of subjectivities and their positioning in relations of power. Drawing on Foucauldian and postcolonial feminist perspectives, the analysis identifies two main representations of what it means to promote gender equality in refugee situations. Gender equality is represented as a means to aid effectiveness through the strategic mobilization of refugee women’s participation, and as a project of development, involving the transformation of “traditional” or “backward” refugee cultures into modern societies. The subject positions that are produced categorically cast refugees as either passive or problematic subjects who need to be rescued, protected, assisted, activated, controlled and reformed through humanitarian interventions, while humanitarian workers are positioned as rational administrators and progressive agents of social transformation. In effect, gender equality is used to sustain power asymmetries in refugee situations and to reproduce global hierarchies.

  • 399.
    Olivius, Elisabeth
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Migration: Refugee camps: Bangladesh2017In: Encyclopedia of women & Islamic cultures: supplement XVI / [ed] Suad Joseph, Brill Academic Publishers, 2017Chapter in book (Refereed)
    Abstract [en]

    This entry focuses on women's situation in refugee camps for Rohingya refugees located in Eastern Bangladesh. It describes the persecution of Rohingya Muslims in Myanmar, and their situation as refugees in Bangladesh. In particular, the entry interrogates how humanitarian aid agencies work to address gender inequality and gender violence in the refugee camps. In humanitarian aid practice, violence against Rohingya women is primarily represented and approached as a symptom of religious and cultural backwardness that needs to be addressed through the modernization of refugee subjectivities, attitudes and beliefs. As this entry demonstrates, such approaches have generated conflicts and resistance from refugees, and sometimes obstructed rather than advanced struggles for refugee women's rights.

  • 400.
    Olivius, Elisabeth
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Refugee men as perpetrators, allies or troublemakers?: Emerging discourses on men and masculinities in humanitarian aid2016In: Women's Studies: International Forum, ISSN 0277-5395, E-ISSN 1879-243X, Vol. 56, p. 56-65Article in journal (Refereed)
    Abstract [en]

    The importance of including men and boys in order to successfully promote gender equality has been increasingly emphasized in international policymaking and governance. This article examines emerging discourses on men, masculinities and gender equality in the field of humanitarian aid to refugees. Through an analysis of key policy texts as well as interviews with humanitarian workers, three main representations of the role of refugee men in relation to the promotion of gender equality are identified. Refugee men are represented as perpetrators of violence and discrimination; as powerful gatekeepers and potential allies; and as emasculated troublemakers. These ways of conceptualizing men and masculinity are problematic in ways which significantly limit their potential for the transformation of unequal gender relations: gendered power relations are obscured; refugee men's masculinity is pathologized as “primitive”; and attempts to take the needs of men into account are often turned into an argument against the empowerment of refugee women.

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