Gender and Education

7.5 credits

Syllabus, Master's level, 4PE267

Education cycle
Second cycle
Main field(s) of study and in-depth level
Sociology of Education A1N
Grading system
Fail (U), Pass (G), Pass with distinction (VG)
Finalised by
The Department Board, 17 March 2021
Responsible department
Department of Education

General provisions

The course is part of the Master's Programme in Sociology of Education. It can also be given as an independent course.

Entry requirements

A Bachelor's degree including at least 90 credits from a discipline pertaining to the social sciences or the humanities.

Learning outcomes

The course aims at providing students with a multidisciplinary understanding of how gender and education are related and how this relationship has developed over time and space.

After completion of the course students are expected to be able to:

  • from a historical perspective describe and analyse how access and provision of education are structured according to gender and how education has been used by women and men
  • account for and analyse educational strategies of women and men in relation to varying resources
  • discuss how women's and men's investments in education are related to entrance to and careers in the labour market
  • compare the relationship between gender and education from an international perspective
  • account for central concepts and traditions for the understanding of gender and education


The course focuses on gender and education from a multidisciplinary, historical and comparative perspective.

The following areas are covered in the course:

  • gender and education from a historical perspective,
  • educational strategies of men and women
  • the relationship between education and the labour market from a gender perspective
  • international comparisons of gender and education
  • central concepts and traditions for understanding gender and education


The course consists of a series of lectures, seminars and workshops.


The assessment is based on written and/or oral assignments.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.