Blir du lönsam lilla vän? Obalanser och genus i grundutbildningen

This book covers the results of two projects, ” Gender imbalances in undergraduate education” and “Gender sensitive teaching and gender perspectives on teaching”. The project ”Imbalances in undergraduate education”, highlights students genderrelated choice of academic education. The overall aim of the project is to investigate and raise awareness of the impact that students’ gender-related educational choices have on a societal, academic and individual level. The project's specific aim to investigate if a gendered routine exists, generating imbalances in the educational and course structure at Lund University. The project was conducted by a triangulation of quantitative content analysis and focus group interviews. Five departments at five faculties have been investigated. The results of the project indicate that a gendered routine exists in course staffing and in the selection of course literature. Lecturers in charge are usually men and the course literature is written by men. A male dominance among lecturers and course literature authors appears to generate an explicit male stereotype of disciplines. The project results also indicate that there is a correlation between the explicit stereotype of a discipline and the gender composition of the student group. Staff imbalances also influence an implicit stereotype of education as male or female. To reduce gender imbalances in undergraduate education, the responsibility for preventing gender imbalances among teachers, students and authors must be made clear. The creation and implementation of routines that ensure gender balance and gender-neutral disciplines are a necessity for Lund University. A subsequent project “Gender sensitive teaching and gender perspectives on teaching” was conducted via a web-based survey targeted at lecturers at the Faculty of Social Sciences at Lund University. The over-all aim of this project is to investigate the implementation of gendersensitive teaching and gender perspectives on teaching at the institutions in the faculty. The results of the project indicate that there are considerable differences between institutions, courses and among individual teachers concerning gender perspective in teaching. The differences depend primarily on the lecturer’s interest for gender issues. Lecturer's resistance to gender perspective can be explained by the gender-concept excluding other perspectives such as power and ethnicity. Another possible explanation to resistance is the lack of explicit responsibility to implement 14 gender-sensitive teaching and a lack of competence. In order to reduce resistance to gender-sensitive teaching and gender perspectives on teaching could be an inclusive perspective in course content, as well as to provide resources for developmet and implementation