"De hade svårt med det här med lagom, det var fullt ös överallt" Skolkuratorers beskrivningar av skolgångens inverkan på kvinnliga elevers stress och självkänsla
(2022) SOPA63 20212School of Social Work
- Abstract
- The aim of this qualitative study was to understand how four school counsellors within Swedish upper secondary education described female students’ stress and self-esteem in regard to potential influence of their current education. The chosen theoretical approach applied to the generated result and its subsequent analysis was based on the theories of West & Zimmerman (1987) and Hirdman (1980) explaining how our perception of gender is due to a cultural- and social construct. Thus, society’s expectations on women differ from the expectations on men. The study was conducted through semi-structured interviews with four school counsellors with either current – or previous experience of working within Swedish upper secondary education... (More)
- The aim of this qualitative study was to understand how four school counsellors within Swedish upper secondary education described female students’ stress and self-esteem in regard to potential influence of their current education. The chosen theoretical approach applied to the generated result and its subsequent analysis was based on the theories of West & Zimmerman (1987) and Hirdman (1980) explaining how our perception of gender is due to a cultural- and social construct. Thus, society’s expectations on women differ from the expectations on men. The study was conducted through semi-structured interviews with four school counsellors with either current – or previous experience of working within Swedish upper secondary education (“gymnasium”). After analysing the subsequent result, it was possible to conclude that the students’ current academic situation did have significant influence on both their level of stress and self-esteem. Despite the counsellors’ finding it difficult to differentiate between stressors that were exclusively linked to their education as opposed to life in general, the students’ academic workload and the transition from secondary school to upper secondary education were described as stressors of significance. Furthermore, female students were most prevalent – within the overall student body – when it came to requiring contact with the school counsellors in question. Regarding their self-esteem, it was possible to conclude that the female students appeared to perceive their academic achievements and results of such importance that they were prone to internalising them as part of their identity. The female students also appeared more prone to engage in comparing their academic results and their own persons with their peers. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9077066
- author
- Bater, Julia LU
- supervisor
-
- Carina Gallo LU
- organization
- course
- SOPA63 20212
- year
- 2022
- type
- M2 - Bachelor Degree
- subject
- keywords
- upper secondary education, gender, female students, stress, self-esteem
- language
- Swedish
- id
- 9077066
- date added to LUP
- 2022-03-17 09:14:03
- date last changed
- 2022-03-17 09:14:03
@misc{9077066,
abstract = {{The aim of this qualitative study was to understand how four school counsellors within Swedish upper secondary education described female students’ stress and self-esteem in regard to potential influence of their current education. The chosen theoretical approach applied to the generated result and its subsequent analysis was based on the theories of West & Zimmerman (1987) and Hirdman (1980) explaining how our perception of gender is due to a cultural- and social construct. Thus, society’s expectations on women differ from the expectations on men. The study was conducted through semi-structured interviews with four school counsellors with either current – or previous experience of working within Swedish upper secondary education (“gymnasium”). After analysing the subsequent result, it was possible to conclude that the students’ current academic situation did have significant influence on both their level of stress and self-esteem. Despite the counsellors’ finding it difficult to differentiate between stressors that were exclusively linked to their education as opposed to life in general, the students’ academic workload and the transition from secondary school to upper secondary education were described as stressors of significance. Furthermore, female students were most prevalent – within the overall student body – when it came to requiring contact with the school counsellors in question. Regarding their self-esteem, it was possible to conclude that the female students appeared to perceive their academic achievements and results of such importance that they were prone to internalising them as part of their identity. The female students also appeared more prone to engage in comparing their academic results and their own persons with their peers.}},
author = {{Bater, Julia}},
language = {{swe}},
note = {{Student Paper}},
title = {{"De hade svårt med det här med lagom, det var fullt ös överallt" Skolkuratorers beskrivningar av skolgångens inverkan på kvinnliga elevers stress och självkänsla}},
year = {{2022}},
}