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  • 1.
    Berg, Lars-Erik
    et al.
    Institutionen för teknik och samhälle, Högskolan i Skövde.
    Nelson, Anders
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Identitet och genus i lek med dockor och figurer i förskolan2006In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 26, no 2, p. 124-138Article in journal (Refereed)
    Abstract [en]

    The aim of this text is to introduce perspectives, questions and empirical examples regarding children's identity construction in play with dolls and figures that represent women and men in both gender-typed and non gender-typed ways. Videotaped play of two 4-year old boys and three 5-year-old girls in a preschool setting is analyzed from complementary interactionistic and socio-cultural perspectives. The level of plasticity in the toyplay is interpreted. The results suggest ways in wich the gender-plastic character of toy play can be founded in children's intentions as well as in the toys' character as mediating tools. The analysis is based on whether children play with, through, in or beside their toy gestalts. These and other similar distinctions help to differentiate identity consequences in play.

  • 2. Berg, Lars-Erik
    et al.
    Nelson, AndersHalmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).Svensson, Krister
    Toy Research in the Late twentieth Century. Part 1, Toys in Educational and Socio-cultural Contexts: Selection of papers presented at the International Toy Research Conference, Halmstad University, Sweden, June 19962003Conference proceedings (editor) (Other academic)
  • 3.
    Nelson, Anders
    Stockholm Intl. Toy Research Centre, Royal Institute of Technology, Stockholm.
    Children's toy collections in Sweden - a less gender-typed country?2005In: Sex Roles, ISSN 0360-0025, E-ISSN 1573-2762, Vol. 52, no 1-2, p. 93-102Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to describe and analyze differences between girlsrsquo and boysrsquo toy collections in a country that strongly emphasizes gender equality (Sweden). The study was based on the assumptions that toy collections reflect social values in the society where they are found and that Sweden has less gendered values than do many other countries. The toy collections of 152 3- and 5-year old Swedish children were inventoried, and the results were analyzed and discussed in relation to previous research on childrenrsquos toy collections and toy preferences in North America and Western Europe. The Swedish toy collections were found to be gender-typed in ways similar to those reported in previous research in other countries.

  • 4.
    Nelson, Anders
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Exploring the transformation of actorship among students at a small Swedish University: background, actorship and achievement2016In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 71, no 2, p. 289-305Article in journal (Refereed)
    Abstract [en]

    With an aim to better understand higher education’s potential for fostering personal development and social change, this study explores how students’ actorship in studies and civic engagement changed over time while enrolled in undergraduate programs at Halmstad University, Sweden. Additionally, it explores the relation among these students’ actorship, structural and psychosocial influences, and consequences in terms of formally obtained and self-reported achievements. Data were collected using three questionnaires in a time-step designed study, initially including 2004 students from 16 programs. Analyses revealed a trend of stable or decreasing actorship. Actorship was found to be strongly associated with gender and what programs the students attended, but not with social background factors such as parents’ education and family type. Psychosocial influences and actorship were marginally related to students’ achievements in terms of obtaining credits, but were more positively related to students’ own reports about gaining the knowledge and skills that would be useful for their future life and work. This, in combination with the students having high intentions to actively influence their future work, was interpreted as an indication of readiness to be social actors. This in turn suggests that readiness is a significant dimension in higher education, which might be further interpreted by applying theories about the Zone of Proximal Development. © 2015 Springer Science+Business Media Dordrecht

  • 5.
    Nelson, Anders
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Gender Differences in Educational Sciences Students´ Pre-University Grades, Actorship and Achievement2007Conference paper (Other academic)
  • 6.
    Nelson, Anders
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Leksaker — en könsstereotyp värld2006In: Förskoletidningen, ISSN 0348-0364, Vol. 31, no 1, p. 12-17Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Dagens leksaker är tydligt könsmärkta och alla - även barnen - bidrar till att vidmakthålla föreställningen om vad en flicka eller pojke ska leka med. Därmed begränsas barnens möjligheter till en mångsidig utveckling. Vems ansvar är det?

  • 7.
    Nelson, Anders
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Looking into one's own practice: a Swedish study on gender in educational sciences2008In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 32, no 2, p. 139-149Article in journal (Refereed)
    Abstract [en]

    This article reports on a study of gender differences in course experiences and achievement of students taking the introductory educational sciences course at Halmstad University in Sweden. Male and female students' completion rates and grades were analysed in relation to the students' grade point averages (GPAs) from upper secondary school and their experiences of the conditions for learning provided by the teachers as well as their own actorship in the course. Based on the idea that the subject of educational sciences and the characteristics of the educational context and setting are more feminine than masculine, the male students were expected to have lower completion rates and grades. A gender difference in completion rates was confirmed, in that 65% of the male and 80% of the female students completed the whole course. Male students also rated the conditions for learning provided by the teacher as well as their own actorship in the course lower than did their female peers. In order to reduce the drop-out of male students, it is suggested that the department/teachers should pay more attention to any gendered aspects of the teaching/learning practices as well as to the educational context in general.

  • 8.
    Nelson, Anders
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Meningserbjudanden kring genus i barns leksaker: om lek som medierad handling2007In: Barns lek, makt och möjlighet / [ed] Anne Banér, Stockholm: Stockholm University, 2007, p. 145-157Chapter in book (Other (popular science, discussion, etc.))
  • 9.
    Nelson, Anders
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Toy-play as mediated action. A Pilot Study of 4- and 5-Year-Old Children´s Play with Human Figures2005Conference paper (Other academic)
  • 10.
    Nelson, Anders
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Bengtsson, Jeanette
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    The "what" and the "how" in undergraduate students and teachers´ discourses about educational sciences courses2006Conference paper (Other academic)
  • 11.
    Nelson, Anders
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Bengtsson, Jeanette
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Undergraduate students´actorship in studying an educational sciences course in a Swedish context2008In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 3, no 27, p. 187-189Article in journal (Refereed)
    Abstract [en]

    The study aimed to investigate how students in an introductory educational sciences course experienced and understood their own actorship during the course, in relation to conditions for learning created by the teachers. The analyses were based on students’ answers to an evaluation questionnaire that produced both quantitative and qualitative data. Those students who experienced opportunities to influence the course activities also stated that they had contributed to the development of the course to a greater extent than did those who experienced no such opportunities. There was no correlation between not feeling informed about the conditions for the course and seeking complementary information. The analysis also generated five different categories based on how the students viewed their own actorship, varying from ‘no actorship since it is not meaningful’ to ‘Real actorship exists’. The results are discussed in relation to methodological reflections and as implications for increasing students’ actorship.

  • 12.
    Nelson, Anders
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Berg, Lars-ErikDepartment of Sociology, University of Gothenburg.Svensson, Krister
    Toy Research in the Late twentieth Century. Part 2, Toys as Communication: Selection of papers presented at the 2nd International Toy Research Conference, Halmstad University, Sweden, June 19992003Conference proceedings (editor) (Other academic)
  • 13.
    Nelson, Anders
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM).
    Björk, Peter
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM).
    Trolle-Schultz Jensen, Jette
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM).
    Nilsson, Mattias
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM).
    Witt, Ann-Katrin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM).
    De första ”Bolognastudenterna” – om aktörskap, yrkesorientering och bildning i programutbildningar: Delrapport från projektet: Före, under och efter utbildningen på Högskolan i Halmstad 2007–20122009Book (Other academic)
    Abstract [en]

    I det följande sammanfattar vi de resultat som framstår som mest centrala i studien. Det första vi vill lyfta fram är att studenterna som läser ett grundutbildningsprogram på Högskolan har gjort ett positivt val i den bemärkelsen att de inte har valt högreutbildning för att slippa vara arbetslösa. Studenterna på högskolan värderar både utbildningarnas bildande som yrkesorienterade aspekter som viktiga. I de data som analyserats har vi dock sett att utbildningens betydelse för det kommande yrkeslivet ges allt större betydelse efter hand som de studerar. En annan betydelsefull förändring som skett mellan det första och andra mättillfället är att intresset för ochden upplevda möjligheten att påverka sin egen utbildning sjunker avsevärt. När detgäller studenternas prestationer efter det första studieåret kan vi konstatera att devarierar, och att faktorerna kön och kulturell bakgrund har betydelse. Kvinnor ochstudenter med nordisk bakgrund presterar betydligt bättre än män och studentermed utomnordisk bakgrund. Traditionella sociala bakgrundsfaktorer somföräldrarnas utbildning och yrke visade sig inte han den betydelse för prestationernasom man kan förvänta sig utifrån tidigare studier.

  • 14.
    Nelson, Anders
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Nilsson, Mattias
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Det massiva barnrummet: Teoretiska och empiriska studier av leksaker2002Doctoral thesis, monograph (Other academic)
  • 15.
    Nelson, Anders
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Nilsson, Mattias
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Världen sedd genom leksaksvärlden2004In: Locus, ISSN 1100-3197, no 1, p. 21-31Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Leksaker uttrycker avstånd mellan barn och vuxna

    Konsumtionssamhället är påtagligt i barns leksaksinnehav. En treåring har i genomsnitt 409 leksaker och en femåring 617, enligt det forskningsprojekt som redovisas i artikeln. Leksakerna berättar dock mindre om de enskilda barnen än om vuxenvärldens värderingar och om synen på barndom, menar Anders Nelson och Mattias Nilsson. Ofta antas leksaker vara en länk till vuxenvärlden, men tvärtom gestaltar leksakerna ett särskiljande av barns respektive vuxnas tillvaro.

  • 16.
    Nelson, Anders
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Sandberg, Mikael
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL), Business Model Innovation (BMI). Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Labour-market orientation and approaches to studying — a study of the first Bologna Students at a Swedish Regional University2017In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 42, no 8, p. 1545-1566Article in journal (Refereed)
    Abstract [en]

    This study investigated labour-market orientations of students at a Swedish University with a dual/diverse focus on vocational/academic objectives. The aim was to investigate whether and how levels of students' labour-market orientation vary with social background, change during the study period, and are related to approaches to studying and achievements. The design was a multiple panel time-series study. Labour-market orientation was studied on the basis of locally designed questionnaires. Approaches to studying were analysed deductively in accordance with dimensions previously found by Study Process Questionnaires and inductively using a principal component analysis. Results suggest that labour-market orientations co-varied to a higher degree with the study programme than with social background. Contrary to what was hypothesized, being labour-market oriented was only moderately related to surface-oriented approaches to studying. It is suggested that future research should pay more attention to disciplinary traditions and local teacher and programme cultures in understanding developmental paths in labour-market orientation. © 2015 Society for Research into Higher Education

  • 17.
    Nelson, Anders
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Svensson, Krister
    Stockholm International Toy Research Centre, KTH.
    Barn och leksaker i lek och lärande2005 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Dagens barn är storkonsumenter av leksaker, och i denna bok belyser författaren ur ett praktisk pedagogiskt perspektiv leksakens roll i barns lek och lärande i ljuset av samhällsutvecklingen.

  • 18.
    Nelson, Anders
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Svensson, Krister
    Stockholm International Toy Research Centre, KTH.
    Maskingevär och rosa tyll: leksaksvärlden bågnar av våld och förlegade kvinnobilder2006In: Socialpolitik, ISSN 1104-6376, Vol. 12, no 2, p. 44-46Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Leksaksvärlden bågnar av våld och förlegade kvinnobilder. Det kommersiella trycket är enormt och få föräldrar orkar stå emot. För barnen vill ju ha det här...

  • 19.
    Witt, Ann-Katrin
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Nelson, Anders
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Björk, Peter
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Durable and Increasing Gender Segregation in Higher Education: Students´ Motives for Applying to University Degree Programs2010In: XVII ISA World Congress of SociologySociology on the MoveGothenburg, Sweden 11 - 17 July, 2010Conference Abstracts Prepared in Cooperation with CSA Sociological Abstracts, 2010Conference paper (Other academic)
    Abstract [en]

    Higher education (HE) has changed from elite to mass education (HSV 2006:26R, Leathwood & Read 2009). In the last few decades, the number of women in higher education has increased substantially in most OECD countries. Sweden’s reform of HE in 1993 encourages university institu- tions to develop new degree programs (SFS 1993:100). This opened opportunities for the development of programs designed to attract women & men in equal numbers but the result was disappointing. According to a Swedish study, an increasing number of new degree programs attract almost exclusively one gender (Witt 2009, Nelson et al 2009). It is a well- established fact that technical educations are male-dominated while care- related educations are predominantly chosen by women. This paper inves- tigates the motivations for choice reported by 620 students in 17 programs. We have categorized these motives as follows: knowledge seeking; work- ing life orientation; shoulder responsibility for society; program design; second choice and “follow the map”. Moreover, the paper discusses how gender-segregated educational choices may affect the future opportunities of student in terms of professional careers, income development and, con- sequently, social standing & life styles. To study gender segregation within HE is like looking at a three dimensional picture. We can focus at different parts or images a one image shows the gender division among the students, another show the genderized division between program choices, while the third image is about the vertical gender division among teachers and researchers & their career opportunities. This paper deals with the first two.

  • 20.
    Witt, Ann-Katrin
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Nelson, Anders
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Björk, Peter
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Hur studenter motiverar sina val av utbildningsprogram i högskolan: Beständig ojämlikhet2010Conference paper (Other academic)
    Abstract [en]

    Higher education (HE) has changed from elite to mass education (HSV 2006:26R, Leathwood & Read 2009). In the last few decades, the number of women in higher education has increased substantially in most OECD countries. Sweden ́s reform of HE in 1993 encourages university institutions to develop new degree programs (SFS 1993:100). This opened opportunities for the development of programs designed to attract women and men in equal numbers but the result was disappointing. According to a Swedish study, an increasing number of new degree programs attract almost exclusively one gender (Witt 2009, Nelson et al 2009). It is a well- established fact that technical educations are male-dominated while care-related educations are predominantly chosen by women. This paper investigates the motivations for choice reported by 620 students in 17 programs. We have categorized these motives as follows: knowledge seeking; working life orientation; shoulder responsibility for society; program design; second choice and “follow the map”. Moreover, the paper discusses how gender-segregated educational choices may affect the future opportunities of student in terms of professional careers, income development and, consequently, social standing and life styles. To study gender segregation within HE is like looking at a three dimensional picture. We can focus at different parts or images – one image shows the gender division among the students, another show the genderized division between program choices, while the third image is about the vertical gender division among teachers and researchers and their career opportunities. This paper deals with the first two.

1 - 20 of 20
CiteExportLink to result list
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf