Valmynd Leit

Plenarföreläsare


Helga Hilmisdóttir, Árna Magnússons Institut, Island
Gender and Personal Pronouns in Icelandic Debates and Conversations

 
Jón Ingvi Kjaran, assisterande professor vid Islands Universitet 
“Fag, dude, dyke, fat or hot”. Word prevalence among high school students in terms of gender/sexual stereotypes

The aims of my lecture are two: Firstly to give an overview of research on (hetero)sexist language within institutions and how words / symbols are used and/or misused in terms of sexuality/gender identity. In other words, how is heteronormativity sustained within different institutions of society through particular language? Secondly the results from two research projects will be presented, in which the focus is on attitudes of high school students to stereotypes of appearances, gender and sexual orientation, as well as word prevalence in terms of gender/sexual stereotypes. Two different surveys were conducted in Icelandic high schools. The former one was a quantitative photo-survey which were conducted in two high schools. It consisted of seven photographs that were selected beforehand. These photographs were considered to be typical of certain characteristics, such as sexual orientation, appearances, masculinity or femininity. Students were asked to mark a given word(s) that they thought was relevant to each image. The findings indicate that there was a significant gender difference in the answers of the participants, when it came to the use of certain words in describing the photographs in the survey. The second survey was conducted in four high schools and its aim was to explore if and how frequently students either had heard or used themselves negative words in terms of sexual orientation and/or gender identity. The data for the second survey are still being analyzed and the preliminary results will be presented in this lecture. Generally, it could be concluded from the findings presented in the lecture that many characteristics of institutionalized heterosexism were noted in attitudes and responses of the students, although in varying degrees. Boys used for example more negative words in terms of sexaulity/gender identity and they adopted rather than the girls the dominant discourse of femininity and masculinity. Both sexes, however, were influenced by the dominant discourse about the appearances, stereotypes of gender and sexual orientation, suggesting that the gender system continues to affect the culture of the high schools and the attitudes of their students. 


Kristina Fjelkestam
, Stockholms universitet, Sverige
"How I Learned to Love the Bomb": Peirce and Feminist Semiotics


Stina Ericsson, Linné universitetet, Sverige
Sustaining and Challenging Gender and Sexuality Norms: Cis, Hetero, and Family Normativities in Children's Interactions


University of Akureyri Research Centre

Borgir v/Norðurslóð              600 Akureyri, Iceland              rha@unak.is              S. +354 460 8900   

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