Norwegian students’ perceptions of gender equality
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- Master Thesis 
Women have made incredible progress in the 20th century globally, however still gender gap in terms of pay and advancement opportunities still exists. This study focuses on the gender equality scenario in Norway, which is world known for its gender equality and for its family friendly social welfare policies. But the surprising fact is that Norway ranks behind the less gender equal eastern European countries in terms of women percentage share of senior officials and managers. The percentage share of women managers in Norway is low given their rich history of gender equality. These contrasting factors contribute to the phenomenon called the Norwegian gender equality paradox. Inspired by the Norwegian gender equality paradox, the study aims to understand the Norwegian students’ perception of gender equality at their future workplace. Based on survey among a sample of 93 students who are current students at the Norwegian university, I tested their perceptions of gender equality. In addition, I investigated if there was any significant difference between male and female perceptions of gender equality at future workplace. The findings suggested that majority of the Norwegian students perceive that their future workplace will be gender equal. Significant differences exist between male and female student perceptions, while male students are more optimistic on behalf of women, female students are less optimistic on their own behalf. However, when asked whether an experience of gender inequality will affect their career negatively, no significant differences were found between male and female students. Both male and female students believed that experiencing inequality will affect their career adversely. As an additional analysis, students were tested on the facts related to the Norwegian paradox, and it was concluded that they lacked awareness of the same. Understanding the perceptions of students can help both educational institutions and organizations. Educational institutions can aid the students in preparing for the reality and organisations can design policy material and training modules to raise the awareness on the subject.