The purpose of this study is to examine how gender equality initiatives are led, organized, and implemented in practice within male-dominated industries in Sweden. The study focuses in particular on the roles that organizational learning and leadership play in this work, as well as on the factors that facilitate or hinder long-term change toward greater equality. Although equality has long been a priority in Swedish labor market policy, structural barriers such as the glass ceiling and gendered norms persist, limiting women’s opportunities for influence and career advancement. The study is based on a qualitative method, with data collected through semi-structured interviews with ten individuals in leadership positions. The respondents represent different companies and perspectives, enabling a nuanced understanding of how gender equality work is led and learned in practice. The empirical material was analyzed using inductive thematic analysis. Four theoretical perspectives were employed to interpret the results: transformational leadership, inclusive leadership, synergistic leadership theory (SLT), and organizational learning. These theories complement one another by illuminating different levels of gender equality work, from individual behaviors and relationships to structural barriers and cultural change.

The results show that leadership is crucial for creating psychological safety, serving as a role model, and challenging norms. Learning often occurs informally through dialogue and reflection rather than through formalized processes. Strategies such as recruitment, training, and culture work are highlighted as central. The study also identifies barriers such as lack of structure, varying levels of commitment, and enduring norms. The conclusion is that gender equality efforts that are integrated into an organization’s leadership and learning structures are more likely to be sustainable in the long term. The study contributes empirically grounded knowledge of how organizations can work more effectively with gender equality issues in practice.