“Genus innebär väl kön..” : En kvalitativ enkätstudie om pedagogers uppfattningar och förhållningssätt gällande genus

Sammanfattning: In this thesis I have made a qualitative study among educators. The purpose of this essay was to investigate the variation in educators' perceptions of the concept of gender, as well as how they describe how their perceptions can, or does, affect the educators in their work. The focus has been on pedagogues in primary schools and associated leisure centers. The empirical material was collected through a web survey that was sent out to five different elementary schools in Orebro through the respective school management. The theoretical section formed a basis for the coding. Thematic analysis was used to analyze collected data. The analysis method enabled a comparison of differences and similarities in the educators' descriptions. The analysis showed that the educators did not share a unified view of what gender is. In the empirical material, three different perceptions of the concept of gender could be thematized. Gender was interpreted as a consequence of biological sex, as an expression to show society's ideas about gender and as a way for the environment to interpret an individual's gender affiliation. Based on their perceptions of gender, some of the educators emphasized that they adapted their pedagogy to the gender differences they perceived to exist, while others emphasized that they tried to counter gender norms and gendered ideas by adapting their language and inviting students to discuss gender aspects. When the educators were asked about the continuing education regarding gender in the workplace, the results showed that this was experienced in very varied ways. Many educators emphasized that gender issues were not something that was emphasized during education days, but that the focus often ended up being equal treatment of the school's students. Others pointed out that gender issues are raised in several contexts. In conclusion, the results revealed different levels of awareness and commitment among educators in relation to gender, highlighting the existing challenges and opportunities for promoting gender equality in educational settings.