• The general foundation of the course is gender research with intersectional perspective, i.e. how different power structures and discrimination grounds influence and sometimes reinforce one another, with a special focus on equal opportunities, equality, diversity and inclusion in the technical social sector.
• Equal opportunities and equality have been identified as two global aims for sustainable development, and in order for engineers to be able to contribute to reaching these aims they need knowledge of what unequal opportunities and inequality can imply at societal and organisational level, how it is connected to technology and sustainable development, and understand how unequal opportunities and inequality are recreated and changed.

After passing the course, the student should be able to:

1. Account and illustrate for the concepts of equal opportunities, equality, diversity and inclusion
2. Describe and explain expressions of unequal opportunities and inequality on societal and organisational level by means of gender research with intersectional perspective
3. Identify practices that contribute to and counteract, unequal opportunities and inequality by means of gender research with intersectional perspective
4. Describe and analyse the relation between equal opportunities, equality, technology and sustainable development

The course consists of two classes. During the first class a lecture will introduce students to concepts and theories from gender research with an intersectional perspective that can be used to identify expressions of inequality on societal and organizational level and understand how these expressions are reproduced and challenged.

After the lecture, students will be asked to reflect on learnings from the lecture and course literature and hand in a written assignment (INL1) that will be the foundation for the second class. During this second class, the students will engage in group work on the topic of practices that reproduce and challenge inequalities.

Lecture November 19, 1-3 pm, room Q2, Malvinas väg

Assignment (INL1) due November 25 on Canvas

Seminar November 26, 3-5 pm, room U1, Brinellvägen

The course literature includes the KTH list of core concepts within JML (Gender equality, diversity and equal conditions), four texts from the KTH series of publications on gender research and gender equality and a journal article on changing organizational cultures:

Ehrnberger, Karin (2021) Technology, design and gender. KTH series on gender and gender equality, no. 5. Available at: https://www.kth.se/en/om/equality/necessarenlarande-for-jamstalldhet-mangfald-och-lika-villkor/filmer-och-texter-1.1139358

Holgersson, Charlotte and Wahl, Anna (2021) Equality, gender equality and gender – an introduction. KTH series on gender and gender equality, no. 1. Available at: https://www.kth.se/en/om/equality/necessaren-larande-for-jamstalldhet-mangfaldoch-lika-villkor/filmer-och-texter-1.1139358

Wahl, Anna and Holgersson, Charlotte (2021) Structure, culture and change processes in organisations. KTH series on gender and gender equality, no. 2. Available at: https://www.kth.se/en/om/equality/necessaren-larande-for-jamstalldhet-mangfaldoch-lika-villkor/filmer-och-texter-1.1139358

Wong, Cori (2019). Changing organizational culture: From embedded bias to equity & inclusion. Professional Safety, 64(08), 26-30.

Wormbs, Nina (2021) Technology, the engineering profession and gender: a historical perspective. KTH series on gender and gender equality, no. 3. Available at: https://www.kth.se/en/om/equality/necessaren-larande-for-jamstalldhet-mangfaldoch-lika-villkor/filmer-och-texter-1.1139358

Students at KTH with a permanent disability can get support during studies from Funka:

Funka - compensatory support for students with disabilities

P, F

• INL1 - Hand-in assignment, 1.0 credits, Grading scale: P, F
• NÄR1 - Attendance, 0.5 credits, Grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

Students who have failed to complete the requirements will be offered supplementary examination.

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.