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  • 1.
    Dahlborg Lyckhage, Elisabeth
    et al.
    Högskolan Väst, Institutionen för omvårdnad, hälsa och kultur, Avd för specialistsjuksköterskeutbildning.
    Määttä, Sylvia
    The influence of gender in academia: a case study of a university college in Sweden2011Inngår i: Equality, Diversity and Inclusion, ISSN 2040-7149, E-ISSN 2040-7157, ISSN 2040-7149, Vol. 30, nr 5, s. 379-393Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose – The aim of this paper is to describe senior lecturers' experiences of and reflections on the influence of gender on their work and career possibilities.

    Design/methodology/approach – Eight informants, four female and four male university teachers, representing different schools at a Swedish university college were interviewed. A qualitative content method was used for analysis.

    Findings – The findings revealed that the lecturers at the university college had an experience of academic gender neutrality. The findings also pointed to experiences of gendered practice that had been internalized and made normal. It also revealed that the lecturers did not consider or reflect on the gap between experiences of and reflections on gender neutrality and gendered practice.

    Research limitations/implications – Even if the number of informants is small, the findings have something important to tell about the gap between gender-neutral academia and practice in academia.

    Originality/value – The findings imply that although the Swedish model of equality work has been successful in many ways, a confrontation on the micro-political level is required to achieve a gender equality workplace environment and to increase women's career possibilities.

  • 2.
    Tengelin, Ellinor
    et al.
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Cliffordson, Christina
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    Dahlborg Lyckhage, Elisabeth
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Berndtsson, Ina
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Constructing the Norm-critical awareness scale: A scale for use in educational contexts promoting awareness of prejudice, discrimination, and marginalisation2019Inngår i: Equality, Diversity and Inclusion, ISSN 2040-7149, E-ISSN 2040-7157, Vol. 38, nr 6, s. 652-667Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose: Healthcare professionals' conscious or unconscious norms, values and attitudes have been identified as partial explanations of healthcare inequity. Norm criticism is an approach that questions what is generally accepted as "normal" in society, and it enables professionals to identify norms that might cause prejudice, discrimination and marginalisation. In order to assess norm-critical awareness, a measurement scale is needed. The purpose of this paper is to develop a scale for measuring norm-critical awareness. Design/methodology/approach: The scale-development process comprised a qualitative item-generating phase and a statistical reduction phase. The item pool was generated from key literature on norm criticism and was revised according to an expert panel, pilot studies and one "think aloud" session. To investigate the dimensionality and to reduce the number of items of the scale, confirmatory factor analysis was performed. Findings: The item-generation phase resulted in a 46-item scale comprising five theoretically derived dimensions revolving around function, consequences, identity, resistance and learning related to norms. The item-reduction phase resulted in an instrument consisting of five dimensions and 20 items. The analyses indicated that a summary score on the scale could be used to reflect the broad dimension of norm-critical awareness. Originality/value: The Norm-critical awareness scale comprises five theoretically derived dimensions and can be used as a summary score to indicate the level of norm-critical awareness in educational contexts. This knowledge is valuable for identifying areas in greater need of attention. © 2019, Emerald Publishing Limited.

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