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Mirskaya, M., Isaksson, A., Lindgren, E.-C. & Carlsson, I.-M. (2023). Bearing the burden of spill-over effects: Living with a woman affected by symptomatic pelvic organ prolapse after vaginal birth - from a partner's perspective. Sexual & Reproductive HealthCare, 37, Article ID 100894.
Open this publication in new window or tab >>Bearing the burden of spill-over effects: Living with a woman affected by symptomatic pelvic organ prolapse after vaginal birth - from a partner's perspective
2023 (English)In: Sexual & Reproductive HealthCare, ISSN 1877-5756, E-ISSN 1877-5764, Vol. 37, article id 100894Article in journal (Refereed) Published
Abstract [en]

INTRODUCTION: Symptomatic pelvic organ prolapse (sPOP) can have a negative impact on a woman's health. While research exists about the impact of sPOP on women, little is known about the effect on their partners. Therefore, this study aimed to explore, from the partner's perspective, what it means to live with a woman with symptomatic pelvic organ prolapse after vaginal birth. METHODS: A qualitative explorative design with a constructed grounded theory approach was taken to analyse the interviews of 13 partners who experienced living with a woman who had sPOP after vaginal birth. RESULTS: "The theory of bearing the burden of spill-over effects" was constructed based on a core category: "Facing a new restricted life", with related categories "Giving up valued activities"; "Struggling with added demands"; "Changing intimate behaviour" and "Redefining future family planning". The theory also contains factors constraining and enabling adjustment to the new reality. While the shortcomings of healthcare constrained the process of adjustment, getting competent treatment and the feeling of love for the family enabled it. CONCLUSION: This study demonstrated that women's sPOP had an apparently negative impact on partners' health behaviours, sexual health, relationship harmony, and psychological well-being. The partners indicated they were unprepared for post-birth adversities and distressed by the lack of treatment options. There is a need to develop prenatal information highlighting the potential risks of sPOP which may be accompanied by levator ani muscle injury, implement guidelines for the prevention and management of these conditions, and offer targeted support to partners if needed. Copyright © 2023 The Authors. Published by Elsevier B.V. All rights reserved.

Place, publisher, year, edition, pages
Oxford: Elsevier, 2023
Keywords
Levator injury, Partner’s perspective, Pelvic organ prolapse, Qualitative research, Sexual health, Vaginal birth
National Category
Obstetrics, Gynecology and Reproductive Medicine
Identifiers
urn:nbn:se:hh:diva-51671 (URN)10.1016/j.srhc.2023.100894 (DOI)001063743800001 ()37586304 (PubMedID)2-s2.0-85169848104 (Scopus ID)
Note

Funding: This study was financially supported by the Varbergs Sparbank through Sparbanksstiftelsen Varberg.

Available from: 2023-09-22 Created: 2023-09-22 Last updated: 2023-10-05Bibliographically approved
Isaksson, A. (2022). Changing attitudes and/or moving walls?: Achieving Gender Equality in the Swedish fire and rescue service. In: : . Paper presented at 9th International Conference on Gender & Women’s Studies, Singapore, Singapore (Online), 13 August, 2022.
Open this publication in new window or tab >>Changing attitudes and/or moving walls?: Achieving Gender Equality in the Swedish fire and rescue service
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The firefighter profession is still one of the most male-dominated professions in Sweden. Over the last decades, several gender equality and diversity projects have been carried out in this sector. These projects, like gender equality work in general, have often focused on knowledge-raising activities that are expected to lead to changes in discriminatory attitudes and values. In the project Future Inclusive Rescue Service (FIRe), funded by the Sweden’s innovation agency Vinnova, a different type of approach was used. The project resulted in the norm-creative standard/folder "Social constructions norms". This standard/folder was developed in collaboration between researchers, employees at a fire protection association and an architectural firm. “Social construction norms” make light of how architecture and social relations affect each other. It focuses specifically on how the design of changing rooms in the fire and rescue service can contribute to both inclusive and exclusive practices. In this talk “Social construction norms” is presented and how it in a broader perspective sheds light on what can happen when we take our point of departure in how the physical environment can promote and constrain gender equality. How can the movement of walls affect behaviors, attitudes, and values?

Keywords
Gender Equality, Social Norms, Physical Environment
National Category
Sociology
Identifiers
urn:nbn:se:hh:diva-47948 (URN)
Conference
9th International Conference on Gender & Women’s Studies, Singapore, Singapore (Online), 13 August, 2022
Available from: 2022-08-25 Created: 2022-08-25 Last updated: 2024-05-02Bibliographically approved
Isaksson, A., Lindgren, J. & Nilsson, P. (2022). G-core as an innovative tool to support reflection in a higher education online course. In: Luis Gómez Chova; López Martínez; Joanna Lees (Ed.), ICERI2022 Proceedings: 15th International conference of education, research and innovation. November 7th-9th, 2022 Seville, Spain. Paper presented at 15th annual International Conference of Education, Research and Innovation, Seville, Spain. 7-9 November, 2022 (pp. 4466-4473). Valencia: IATED Academy
Open this publication in new window or tab >>G-core as an innovative tool to support reflection in a higher education online course
2022 (English)In: ICERI2022 Proceedings: 15th International conference of education, research and innovation. November 7th-9th, 2022 Seville, Spain / [ed] Luis Gómez Chova; López Martínez; Joanna Lees, Valencia: IATED Academy , 2022, p. 4466-4473Conference paper, Published paper (Refereed)
Abstract [en]

Online-learning has been of growing use in higher education to meet needs of more flexible ways of developing knowledge and skills. However, online modules require careful considerations regarding content and opportunities for participants to reflect and interact with the teacher and the course-material. Teachers also need to support students with high quality material, respond to students´ assignments and encourage deep reflection and discussion concerning course content. Online teaching provides opportunities for participants to access course content in a flexible way [1]. This study regards a higher education online course in gender mainstreaming aiming to support university teachers to integrate a gender perspective into the teaching content. Previous research has demonstrated teachers experiencing gender mainstreaming in higher education as a challenge [2], which is why we in this course used a reflective tool (CoRe) developed from science education research [3] to support participants´ reflection on how to integrate gender aspects. The content for teaching is formulated through Big Ideas and reflected in pedagogical prompts e.g., what is to be learnt and why, as well as possible difficulties in understanding the content. In the online module we developed a G-CoRe (Gender CoRe) where participants reflect on how to integrate gender aspects into the teaching content. The participants accessed the online material in a flexible way, enabling creation of their own learning journey. The course lacks discussion forum and/or online interaction with other participants, components often considered crucial for online learning in developing the students’ abilities to discuss and reflect [4]. However, in this course, the G-CoRe was used to promote critical thinking and reflection in other ways. The design of the G-CoRe includes individual thinking and reflection, feedback from at least one colleague and then a revision of the G-CoRe and a recorded oral reflection. Here, we report findings when five university teachers used the G-CoRe in the online course. The result indicates the G-CoRe as a valuable tool to stimulate reflection and student-centered learning in relation to the integration of gender aspects in the content and teaching. Even if the online course did not include “traditional” discussion forums, the G-CoRe design encouraged reflection among participants. As such, our findings suggest that a reflective tool such as G-CoRe has the potential to stimulate student-centered online learning to overcome some of the challenges that many teachers experience in their efforts to integrate a gender perspective in their higher education practice. © Copyright 2022, IATED Academy

Place, publisher, year, edition, pages
Valencia: IATED Academy, 2022
Series
ICERI Proceedings, ISSN 2340-1095
Keywords
reflection, online course, gender mainstreaming, higher education
National Category
Pedagogy
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-48713 (URN)10.21125/iceri.2022.1076 (DOI)978-84-09-45476-1 (ISBN)
Conference
15th annual International Conference of Education, Research and Innovation, Seville, Spain. 7-9 November, 2022
Available from: 2022-12-02 Created: 2022-12-02 Last updated: 2022-12-14Bibliographically approved
Eriksson, H., Högdin, S. & Isaksson, A. (2022). Teachers' guiding role - On the tension between reflexivity and reproduction. International Journal of Educational Research Open, 3, Article ID 100187.
Open this publication in new window or tab >>Teachers' guiding role - On the tension between reflexivity and reproduction
2022 (English)In: International Journal of Educational Research Open, E-ISSN 2666-3740, Vol. 3, article id 100187Article in journal (Refereed) Published
Abstract [en]

In Sweden, study and career guidance is the responsibility of the whole school, which also includes teachers. However, research concerning the role of teachers in study and career guidance is limited if one compares it with the existing research on the role and work of study and career counselors. The overall aim of this article is to provide a deeper understanding of how teachers in a Swedish municipality view their role in guiding students in their future study and career choices. The results show that teachers believe that they must be neutral, objective, and not influence students in their life choices even though they are at the same time aware that not all students have (equal) opportunities to be reflexive and to make choices that are independent of class affiliation. This indicates that teachers have limited possibilities to support their students and to equalize class reproduction in society. © 2022 The Author(s) 

Place, publisher, year, edition, pages
Oxford: Elsevier, 2022
Keywords
Teachers, Study and career guidance, Individualization, Class reproduction
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hh:diva-47499 (URN)10.1016/j.ijedro.2022.100187 (DOI)2-s2.0-85133486995 (Scopus ID)
Funder
Region Halland
Note

Funding: The municipality of Falkenberg, Region Halland and the county administrative board in Halland, Sweden

Available from: 2022-06-30 Created: 2022-06-30 Last updated: 2023-01-12Bibliographically approved
Isaksson, A. (2021). From theory to practice: possibilities and challenges with courses for professionals in gender mainstreaming at higher education institutions. In: : . Paper presented at 11th European Conference on Gender Equality in Higher Education, Madrid, Spanien, 15-17 september, 2021.
Open this publication in new window or tab >>From theory to practice: possibilities and challenges with courses for professionals in gender mainstreaming at higher education institutions
2021 (English)Conference paper, Oral presentation only (Refereed)
Keywords
Gender mainstreaming, intersectionality, higher education, teaching module, introductory course
National Category
Sociology
Identifiers
urn:nbn:se:hh:diva-45723 (URN)
Conference
11th European Conference on Gender Equality in Higher Education, Madrid, Spanien, 15-17 september, 2021
Available from: 2021-10-12 Created: 2021-10-12 Last updated: 2022-09-30Bibliographically approved
Isaksson, A. (2020). Classical sociology through the lens of gendered experiences. Frontiers in Sociology, 5
Open this publication in new window or tab >>Classical sociology through the lens of gendered experiences
2020 (English)In: Frontiers in Sociology, E-ISSN 2297-7775, Vol. 5Article, review/survey (Refereed) Published
Abstract [en]

There is a body of literature problematizing the lack of women's accounts in what is called classical sociology. However, limited efforts have been made to place female and male theorists' writings in juxtaposition with each other in order to demonstrate how their writings and theories differ. The aim of this article is to encourage discussion of how early female and male sociological theorists' descriptions and interpretations on the development of modern society were shaped by their own gendered experiences. Further, the aim is to shed light on the consequences this might provide for the teaching and learning of classical sociology. The article contributes a comparative analysis on how five authors, three female and two male, described and interpreted the transition from traditional to modern society through their gendered experiences. Their various interpretations illustrate how experiences are situated and that there is no complete and objective knowledge. As a consequence, universities should pay careful attention to gender distribution in their syllabi. Rather than achieve equal numbers of female and male authors, this will ensure that students are able to explore and understand classical sociology through the lens of different gendered experiences during their studies. © Copyright © 2020 Isaksson.

Place, publisher, year, edition, pages
Lausanne: Frontiers Research Foundation, 2020
Keywords
Classic sociology, Sociology, Educational content, Gendered experinces, University education
National Category
Sociology
Identifiers
urn:nbn:se:hh:diva-43067 (URN)10.3389/fsoc.2020.532792 (DOI)000678631000001 ()33869479 (PubMedID)2-s2.0-85094981890 (Scopus ID)
Available from: 2020-09-10 Created: 2020-09-10 Last updated: 2021-10-20Bibliographically approved
Heikkilä, M., Isaksson, A. & Stranne, F. (2020). Differentiations in visibility - male advantages and female disadvantages in gender-segregated programmes. Frontiers in Sociology, 5, Article ID 563204.
Open this publication in new window or tab >>Differentiations in visibility - male advantages and female disadvantages in gender-segregated programmes
2020 (English)In: Frontiers in Sociology, E-ISSN 2297-7775, Vol. 5, article id 563204Article in journal (Refereed) Published
Abstract [en]

This article stresses the importance of understanding that women and men in gender-segregated programmes experience their gender minority positions very differently. It stems from an interest in the kind of interventions that academia should address in order to reduce gender segregation and provide women and men with the same educational opportunities and personal development. In relation to the obvious and continuing gender differences along a horizontal dimension, previous research seems to have had a limited impact in breaking gender stereotypes and promoting women and men to more atypical fields. The empirical data consists of 25 semi-structured, individual interviews from underrepresented students' gender-related experiences/thoughts about their programmes. By using the concepts of “visibility,” “sense of belonging,” and “negotiating otherness” to analyze how negotiation and belonging are part of students' everyday university lives this study's most important contributions are its findings regarding the differentiations in visibility. A continuum of visibility experiences is explored, from men who receive positive attention to women who are being considered as less knowledgeable. Our visibility scale indicates, as does previous research, that there are differences between how female and male students become visible, but the differences can also appear within both groups of students. This knowledge is crucial when designing interventions so as to provide positive study environments for both women and men. Also—in a broader perspective—it is important in order to recruit and ensure that gender minority students remain in the programs. © 2020 Heikkilä, Isaksson and Stranne.

Place, publisher, year, edition, pages
Lausanne: Frontiers Media S.A., 2020
Keywords
experiences, gender minority, gender segregation, higher education, negotiating otherness, sense of belonging, visibility
National Category
Gender Studies
Identifiers
urn:nbn:se:hh:diva-43048 (URN)10.3389/fsoc.2020.563204 (DOI)000678692100001 ()2-s2.0-85092527996 (Scopus ID)
Available from: 2020-09-07 Created: 2020-09-07 Last updated: 2021-10-25Bibliographically approved
Isaksson, A., Andersson, C. & Börjesson, E. (2020). Don’t ask for ideas and innovations, ask for what they do: Understanding, recognizing and enhancing (women’s) innovation activities in the public sector. Journal of Technology Management & Innovation, 15(2), 95-102
Open this publication in new window or tab >>Don’t ask for ideas and innovations, ask for what they do: Understanding, recognizing and enhancing (women’s) innovation activities in the public sector
2020 (English)In: Journal of Technology Management & Innovation, E-ISSN 0718-2724, Vol. 15, no 2, p. 95-102Article in journal (Refereed) Published
Abstract [en]

This article demonstrates how the innovation capacity in the public sector, such as in elderly care, can be recognized and enhanced if the daily experiences of the employees, i.e. what women are doing in their everyday work, are taken into account. Women working in elderly care encounter a number of challenges and have different strategies for solving them in order to provide good care for the elderly. These solutions are often non-technical and non-digital and, therefore, not regarded as “good ideas” and innovations. Asking for “ideas” and “potential innovations” prevents the staff from identifying these innovative solutions since they regard them as nothing special. However, when the point of departure is taken in everyday experiences, it is possible to challenge the male-dominated discourse on innovation and capture innovations. Consequently, this article suggests that innovation activities and innovation models in for instance the public sector should address and be grounded in experiences rather than “ideas”. © Universidad Alberto Hurtado, Facultad de Economía y Negocios

Place, publisher, year, edition, pages
Santiago: Universidad Alberto Hurtado, 2020
Keywords
Innovation, ideas, gender, experiences, elderly care, public sector
National Category
Sociology
Identifiers
urn:nbn:se:hh:diva-43101 (URN)10.4067/S0718-27242020000200095 (DOI)2-s2.0-85093887841 (Scopus ID)
Available from: 2020-09-15 Created: 2020-09-15 Last updated: 2024-01-12Bibliographically approved
Isaksson, A., Lindgren, J. & Nilsson, P. (2020). G-CoRe: A pedagogical tool for gender mainstreaming in higher education. In: Tullia Gallina Toschi, Angela Balzano & Fransesca Crivellaro (Ed.), Regendering Science. For an Inclusive Research Environment: PLOTINA Final Conference: Book of Abstracts. Paper presented at H2020 PLOTINA project Final Conference, ReGendering Science. For an inclusive research environment, 27th-28th of January 2020, Bologna, Italy (pp. 171-172).
Open this publication in new window or tab >>G-CoRe: A pedagogical tool for gender mainstreaming in higher education
2020 (English)In: Regendering Science. For an Inclusive Research Environment: PLOTINA Final Conference: Book of Abstracts / [ed] Tullia Gallina Toschi, Angela Balzano & Fransesca Crivellaro, 2020, p. 171-172Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Aims of the contribution

The aim of this contribution is to present and further explore a pedagogical tool aiming to enhance gender mainstreaming in teaching and content in higher education.

Description of the research

Introduction

Previous research has demonstrated how teachers often experience gender mainstreaming in higher education (content, design and implementation) as a challenge (Heikkilä and Häyrén Weineståhl, 2009; Lindroth and Bondestam, 2014). In Sweden however, requirements for gender mainstreaming are high both in the Higher Education Act and the evaluations of the quality of higher education undertaken by the Swedish Higher Education Authority. Gender equality and gender mainstreaming are also key quality factors in the universities’ own quality assurance systems.

Today, there are few methods that support teachers in their efforts with integrating a gender perspective into the teaching content. Hence, the need for scientifically based tools is widespread. In this study we investigate a pedagogical tool (Gender CoRe) that aim to help teachers integrate gender aspects both in the content and the teaching of that content. The main research question for the study is “How do teachers experience Gender CoRe (G- CoRe) as a way to enhance gender mainstreaming in teaching and content in higher education?

Materials and methods

Within the subject didactic research, a didactic reflection tool called Content Representations (CoRe) has been developed to support teachers in planning and teaching the content in a way that promotes student learning. Research demonstrates that CoRe is an effective tool for teachers to develop their ability to communicate content in a way that provides successful learning situations for students. When using CoRe, the teacher formulates a number of Big Ideas, important phenomena or concepts, within a specific subject area. Each of these Big Ideas is reflected on a number of pedagogical prompts e.g. what students need to learn and why, as well as students' possible difficulties in understanding the concepts (e.g. Nilsson and Karlsson, 2019; Nilsson and Elm, 2017; Hume and Berry, 2010, 2013; Loughran et. al., 2006). Based on this didactic research, researchers at Halmstad University, Sweden, have developed a so-called G-CoRe (Gender CoRe) where teachers are supposed to formulate Big Ideas and reflect on how it may be possible to integrate gender equality into the content.

During 2019-2020, five teachers at Halmstad University, Sweden, used the Gender CoRe for planning content where a gender perspective was included. In this presentation we present a case of how one of the five teachers (a teacher within the Construction Engineering programme) experienced the use of G-CoRe to integrate gender aspects, both in the content of and the actual teaching performance; What were perceived as possibilities and challenges with the G-CoRe? How could the G-CoRe be further developed to enable teachers in their work with gender mainstreaming?

Results

In the data collected on teachers ́ experience of using G-CoRe there were several examples of how the G-CoRe was experienced as valuable as a reflective tool to integrate gender aspects in the content and teaching. In the particular case presented here the teacher in Construction Engineering highlighted the strength of the G-CoRe as it focuses on and describes their abilities and also their challenges in the classroom while working with gender mainstreaming in the classroom. Further, with the help of the G-CoRe, the teachers can reason together and think about what different gender aspects within the content they need to identify and implement within their teaching. It appeared that using a G-CoRe design encouraged collaborative discussion and reflection about integrating gender aspects when teaching certain big ideas linked to a topic. As such, our findings suggest that the G-CoRe has potential to overcome some of the challenges that many teachers experience in their efforts to integrate a gender perspective in their higher education practice.

Keywords
G-CoRe, Gender mainstreaming, Higher education, Content, Gender Equality
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-42948 (URN)10.6092/unibo/amsacta/6360 (DOI)9788854970168 (ISBN)
Conference
H2020 PLOTINA project Final Conference, ReGendering Science. For an inclusive research environment, 27th-28th of January 2020, Bologna, Italy
Available from: 2020-08-17 Created: 2020-08-17 Last updated: 2021-01-26Bibliographically approved
Isaksson, A. & Nilsson, P. (2019). Att integrera jämställdhetsperspektiv i en utbildning: G-CoRe som ett pedagogiskt verktyg i högre utbildning. In: : . Paper presented at Högskolepedagogisk konferens 2019, Högskolan i Halmstad, Halmstad, Sverige, 22 november, 2019. Halmstad
Open this publication in new window or tab >>Att integrera jämställdhetsperspektiv i en utbildning: G-CoRe som ett pedagogiskt verktyg i högre utbildning
2019 (Swedish)Conference paper, Oral presentation only (Other academic)
Abstract [sv]

Studier och utredningar visar att lärare ofta upplever det utmanade att jämställdhetsintegrera utbildningars innehåll. Detta återspeglas exempelvis i att perspektivet inte kommer till uttryck i utbildningsplaner och kursplaner eller är otydligt formulerat. Samtidigt är kraven på jämställdhetsintegrering högt ställda i såväl Högskolelagen som i Universitetskanslersämbetets (UKÄ) kvalitetsgranskningar och i lärosätenas egna kvalitetssystem. Här framgår det på olika sätt att jämställdhet ska beaktas och integreras i utbildningarnas innehåll, genomförande och utformning. Men vad innebär det att integrera ett jämställdhetsperspektiv i utbildningars innehåll? Idag finns få metoder som stödjer lärare i detta arbete och behovet av vetenskapligt grundade verktyg är därmed stort. Inom den ämnesdidaktiska forskningen har ett didaktiskt reflektionsverktyg kallat Content Representations (CoRe) utvecklats för att stödja lärare i att planera ett ämnesinnehåll på ett sätt som främjar studenternas lärande. Forskning visar att en CoRe är ett framgångsrikt verktyg för lärare att utveckla sin förmåga att kommunicera ett ämnesinnehåll på ett sätt som skapar goda lärsituationer. I en CoRe får läraren formulera ett antal Big Ideas, viktiga fenomen eller begrepp, inom ett specifikt ämnesområde. Var och en av dessa Big Ideas reflekteras utifrån ett antal frågor, t.ex. vadstudenterna måste lära och varför,samt studenters eventuella svårigheter med att förstå begreppen. Med utgångspunkt i ämnesdidaktisk forskning har vi utvecklat G-CoRe (Gender CoRe) där lärare formulerar Big Ideas och reflekterar över på vilka sätt det kan vara möjligt att jämställdhetsintegrera innehållet. På så sätt blir en G-CoRe ett stöd för lärare att strukturera och reflektera över hur jämställdhet integreras i utbildningens innehåll.

Place, publisher, year, edition, pages
Halmstad: , 2019
Keywords
Jämställdhetsintegrering, utbildning, innehåll, G-CoRe, CoRe, ämnesdidaktik, pedagogik
National Category
Learning
Identifiers
urn:nbn:se:hh:diva-41158 (URN)
Conference
Högskolepedagogisk konferens 2019, Högskolan i Halmstad, Halmstad, Sverige, 22 november, 2019
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2020-03-10Bibliographically approved
Projects
Origo - design as social agent towards gender sensitive work for change and innovation [2013-02690_Vinnova]; Halmstad UniversityEquality as a driving force for innovation, part II [2017-05622_Vinnova]; Halmstad University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3720-693X

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