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Adamus et al. (2009) Gender and E-Tutoring - A Concept for Gender Sensitive E-Tutor Training Programs.

Bondestam, Fredrik (2005). Könsmedveten pedagogik för universitets- och högskolelärare – en introduktion och bibliografi. Liber, Stockholm.

Bruestle et al. (2009) Doing E-Learning/Doing Gender? Examining the Relationship between Students’ Gender Concepts and E-learning Technology.

Carstensen, Gunilla (2006). Könsmedveten pedagogik – en jämlik undervisning. Konkreta tips och övningar för lärare. Uppsala University.

Fogelberg Eriksson Anna and Ingrid Karlsson (2006). Att integrera genus som form och innehåll. En rapport om genusintegrering av högskoleundervisning, Linköping.

Garland & Martin (2005). Do Gender and Learning Styles Play a Role in How Online Courses Should Be Designed?

George & Wood (2003). Promoting the Quality of Online Courses.

Hirdman, Yvonne (2004). “Genussystemet - reflexioner kring kvinnors sociala underordning”, in Carlsson Wetterberg, Christina & Anna Jansdotter, Genushistoria, En historiografisk exposé, Studentlitteratur, Lund.

Olofsson Britta (2007). Modiga prinsessor & ömsinta killar. Genusmedveten pedagogik i praktiken. Lärarförbundets förlag.

Vimarlund V. (2007). Promoting Gender Sensitive Teaching at the Institute of Technology. Informatics Education Europe II IEEII 2007. A Conference of the State of Informatics Education in Europe. Thesssaloniki, Greece. Proceedings of IEEII (pp. 118-124) 28-30 November 2007.

Vimarlund V. (2018). “Promoting Equity by Gender into the Classroom at the Institute of Technology in Linköping, Sweden” 4th Annual Gender & STEM Network Conference, Eugene, Oregon, 31 July-2 August 2018.

Vimarlund V (2019) Promoting Equity by Gender into the Classroom: Lessons learned from the development and implementation of a Web-based course. International Journal of Gender, Science and Technology, Vol.10, No.3, 2019.

Vimarlund V (2020) Policies needed to increase women’s and men’s research participation in STEM research. Network Gender & STEM Conference, 30th July - 1st August , Australia, 2020.

Vimarlund V (2020) Academic career or career as an academic?. XI European Conference on Gender Equality in Higher Education, Madrid 2020.



Connell, R. W. (2008) Maskuliniteter. Daidalos.

Holmberg, K. (1999) Det kallas kärlek. Anamma.


Reports (Only in Swedish)

Jämställdhetsmyndigheten. Rapport 2020:6. Jämställdhet i Akademin: slutredovisning av jämställdhetsintegrering i högskolor och universitet. Programperioden 2016-2019.


Internet resources

The concept of “discrimination” may in a broad sense comprise events or chains of events that an individual experiences as abusive, disfavourable, racist, unjust, unfair, or similar. However, there are often differences between the legal definitions of “discrimination” and what people may experience as discriminating (http://www.do.se/om-diskriminering/vad-ar-diskriminering/).

Discrimination is a crime, and the Discrimination Act states that it is forbidden to disfavour or harass an individual in the workplace because they belong to any one of the seven groups listed below, or several of the seven grounds for discrimination: sex, gender identity or expression, sexual orientation, ethnicity, religion or other belief, disability, sexual orientation and age.

More information about gender, the Discrimination Act, institutions of higher education, and material that is relevant to the concept of discrimination is available at the following links:

The Swedish Secretariet for Gender Research

The Equality Ombudsman

The Swedish National Agency for Education

The Higher Education Authority

The Human Resources Division (HRA) at Linköping University


https://liuonline.sharepoint.com/sites/intranet-lika-villkor (Internal)

https://liu.se/artikel/lika-villkor (External)



Documents and policy instruments

LiU has worked actively with gender equality since the 1980s. The university was been awarded a gold medal by the Swedish National Agency for Higher Education on two occasions in recognition of the way it works with these questions. Furthermore, in 2004 LiU adopted a vision to become gender-aware by 2006. Through extensive educational initiatives and the creation of gender lectureships, LiU has taken several steps in the right direction.

The starting point for the integration of a gender perspective into undergraduate education at LiU has been that “Gender shouldn’t matter”. This means that the education is to be permeated by a gender perspective in its planning, execution, and follow up, and that the work to achieve gender-aware teaching is to be characterised by continuity and endurance.

It is the goal that all teaching at LiU is to be carried out in such a manner that both male and female students can feel secure in that they will complete their education, and that the experience, knowledge and values of both men and women are nurtured and made visible.

Links to policy instruments, plans and support documents from the Faculty of Science and Engineering and LiU in the area of gender and equal opportunities are given below:

The faculty folder “Alla skall känna sig välkomna – om genusmedveten undervisning”

LiU’s Equal Opportunities Strategy and Action Plan



1. Facts and figures

2. The teaching assistant

3. Gender in practice

4. Behaviour to be counteracted

5. Examples from courses

6. Teaching assistant experiences

7. Reflection

8. Plan for the gender-awareness course


Do you have any questions or comments? Or if you represent another organization or academy, and want to use this material? Please contact course coordinator:


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Last updated: 2022-02-14