Det könade handledarskapet
The aim of this study is to research images of the academic world that is presented, incorporated and reproduced within the frames of the mentorship in the basic level. Can these images derive to the view upon science as a traditionally male area? Is mentorship gendered? Can the mentorship on the basic level be viewed upon as a milestone of a academic career where men and women have different opportunities to succeed?By interviewing seven mentors, working in a social sciences institution in a larger Swedish university, I have come to the conclusion that knowledge is coded male and that this affect mentors mental images of what male and female students are expected to do. The male student represent the scientist, while the female student represent what the scientist is not.Depending on the work of, among others, Kerstin Norlander, Dorothy Smith and Eva Erson I have come to view upon the university as a patriarchal organisation witch produces knowledge based upon male values, experiences and concepts. This precludes the female within this organisation from relating to the knowledge she is supposed to incorporate. Since the mentorship relation is a reflection of the hierarchal university, this is problematic for the female student who is negative affected by this.To enable a more equal mentorship relation the mentor have to start reflect upon his own experiences and expectations of students, based on sex. A clear gendered perspective in the education is also important, from the basic level to the doctoral program. There is also a need for a equal quantity of female and male mentors.
Source Type:Master's Thesis
Keywords:mentorship equal the production of knowledge higher school education
Date of Publication:01/23/2006