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  • Menu
  • Gender mainstreaming
    • What is Gender mainstreaming
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    • Toolkits
      • Gender Equality Training
        • Back to toolkit page
        • What is Gender Equality Training
        • Why invest in Gender Equality Training
        • Who should use Gender Equality Training
        • Step-by-step guide to Gender Equality Training
            • 1. Assess the needs
            • 2. Integrate initiatives to broader strategy
            • 3. Ensure sufficient resources
            • 4. Write good terms of reference
            • 5. Select a trainer
            • 6. Engage in the needs assessment
            • 7. Actively participate in the initiative
            • 8. Invite others to join in
            • 9. Monitoring framework and procedures
            • 10. Set up an evaluation framework
            • 11. Assess long-term impacts
            • 12. Give space and support others
        • Designing effective Gender Equality Training
        • Gender Equality Training in the EU
        • Good Practices on Gender Equality Training
        • More resources on Gender Equality Training
        • More on EIGE's work on Gender Equality Training
      • Gender Impact Assessment
        • Back to toolkit page
        • What is Gender Impact Assessment
        • Why use Gender Impact Assessment
        • Who should use Gender Impact Assessment
        • When to use Gender Impact Assessment
        • Guide to Gender Impact Assessment
          • Step 1: Definition of policy purpose
          • Step 2: Checking gender relevance
          • Step 3: Gender-sensitive analysis
          • Step 4: Weighing gender impact
          • Step 5: Findings and proposals for improvement
        • Following up on gender impact assessment
        • General considerations
        • Examples from the EU
            • European Commission
            • Austria
            • Belgium
            • Denmark
            • Finland
            • Sweden
            • Basque country
            • Catalonia
            • Lower Saxony
            • Swedish municipalities
      • Institutional Transformation
        • Back to toolkit page
        • What is Institutional Transformation
          • Institutional transformation and gender: Key points
          • Gender organisations
          • Types of institutions
          • Gender mainstreaming and institutional transformation
          • Dimensions of gender mainstreaming in institutions: The SPO model
        • Why focus on Institutional Transformation
          • Motivation model
        • Who the guide is for
        • Guide to Institutional Transformation
            • 1. Creating accountability and strengthening commitment
            • 2. Allocating resources
            • 3. Conducting an organisational analysis
            • 4. Developing a strategy and work plan
            • 5. Establishing a support structure
            • 6. Setting gender equality objectives
            • 7. Communicating gender mainstreaming
            • 8. Introducing gender mainstreaming
            • 9. Developing gender equality competence
            • 10. Establishing a gender information management system
            • 11. Launching gender equality action plans
            • 12. Promotional equal opportunities
            • 13. Monitoring and steering organisational change
        • Dealing with resistance
          • Discourse level
          • Individual level
          • Organisational level
          • Statements and reactions
        • Checklist: Key questions for change
        • Examples from the EU
            • 1. Strengthening accountability
            • 2. Allocating resources
            • 3. Organisational analysis
            • 4. Developing a strategy and working plan
            • 5. Establishing a support structure
            • 6. Setting objectives
            • 7. Communicating gender mainstreaming
            • 8. Introducing methods and tools
            • 9. Developing Competence
            • 10. Establishing a gender information management system
            • 11. Launching action plans
            • 12. Promoting within an organisation
            • 13. Monitoring and evaluating
      • Gender Equality in Academia and Research
        • Back to toolkit page
        • WHAT
          • What is a Gender Equality Plan?
          • Terms and definitions
          • Which stakeholders need to be engaged into a GEP
          • About the Gear Tool
        • WHY
          • Horizon Europe GEP criterion
          • Gender Equality in Research and Innovation
          • Why change must be structural
          • Rationale for gender equality change in research and innovation
          • GEAR step-by-step guide for research organisations, universities and public bodies
            • Step 1: Getting started
            • Step 2: Analysing and assessing the state-of-play in the institution
            • Step 3: Setting up a Gender Equality Plan
            • Step 4: Implementing a Gender Equality Plan
            • Step 5: Monitoring progress and evaluating a Gender Equality Plan
            • Step 6: What comes after the Gender Equality Plan?
          • GEAR step-by-step guide for research funding bodies
            • Step 1: Getting started
            • Step 2: Analysing and assessing the state-of-play in the institution
            • Step 3: Setting up a Gender Equality Plan
            • Step 4: Implementing a Gender Equality Plan
            • Step 5: Monitoring progress and evaluating a Gender Equality Plan
            • Step 6: What comes after the Gender Equality Plan?
          • GEAR action toolbox
            • Work-life balance and organisational culture
            • Gender balance in leadership and decision making
            • Gender equality in recruitment and career progression
            • Integration of the sex/gender dimension into research and teaching content
            • Measures against gender-based violence including sexual harassment
            • Measures mitigating the effect of COVID-19
            • Data collection and monitoring
            • Training: awareness-raising and capacity building
            • GEP development and implementation
            • Gender-sensitive research funding procedures
          • Success factors for GEP development and implementation
          • Challenges & resistance
        • WHERE
          • Austria
          • Belgium
          • Bulgaria
          • Croatia
          • Cyprus
          • Czechia
          • Denmark
          • Estonia
          • Finland
          • France
          • Germany
          • Greece
          • Hungary
          • Ireland
          • Italy
          • Latvia
          • Lithuania
          • Luxembourg
          • Malta
          • Netherlands
          • Poland
          • Portugal
          • Romania
          • Slovakia
          • Slovenia
          • Spain
          • Sweden
          • United Kingdom
      • Gender-sensitive Parliaments
        • Back to toolkit page
        • What is the tool for?
        • Who is the tool for?
        • How to use the tool
        • Self-assessment, scoring and interpretation of parliament gender-sensitivity
          • AREA 1 – Women and men have equal opportunities to ENTER the parliament
            • Domain 1 – Electoral system and gender quotas
            • Domain 2 - Political party/group procedures
            • Domain 3 – Recruitment of parliamentary employees
          • AREA 2 – Women and men have equal opportunities to INFLUENCE the parliament’s working procedures
            • Domain 1 – Parliamentarians’ presence and capacity in a parliament
            • Domain 2 – Structure and organisation
            • Domain 3 – Staff organisation and procedures
          • AREA 3 – Women’s interests and concerns have adequate SPACE on parliamentary agenda
            • Domain 1 – Gender mainstreaming structures
            • Domain 2 – Gender mainstreaming tools in parliamentary work
            • Domain 3 – Gender mainstreaming tools for staff
          • AREA 4 – The parliament produces gender-sensitive LEGISLATION
            • Domain 1 – Gender equality laws and policies
            • Domain 2 – Gender mainstreaming in laws
            • Domain 3 – Oversight of gender equality
          • AREA 5 – The parliament complies with its SYMBOLIC function
            • Domain 1 – Symbolic meanings of spaces
            • Domain 2 – Gender equality in external communication and representation
        • How gender-sensitive are parliaments in the EU?
        • Examples of gender-sensitive practices in parliaments
          • Women and men have equal opportunities to ENTER the parliament
          • Women and men have equal opportunities to INFLUENCE the parliament’s working procedures
          • Women’s interests and concerns have adequate SPACE on parliamentary agenda
          • The parliament produces gender-sensitive LEGISLATION
          • The parliament complies with its SYMBOLIC function
        • Glossary of terms
        • References and resources
      • Gender Budgeting
        • Back to toolkit page
        • Who is this toolkit for?
        • What is gender budgeting?
          • Introducing gender budgeting
          • Gender budgeting in women’s and men’s lived realities
          • What does gender budgeting involve in practice?
          • Gender budgeting in the EU Funds
            • Gender budgeting as a way of complying with EU legal requirements
            • Gender budgeting as a way of promoting accountability and transparency
            • Gender budgeting as a way of increasing participation in budget processes
            • Gender budgeting as a way of advancing gender equality
        • Why is gender budgeting important in the EU Funds?
          • Three reasons why gender budgeting is crucial in the EU Funds
        • How can we apply gender budgeting in the EU Funds? Practical tools and Member State examples
          • Tool 1: Connecting the EU Funds with the EU’s regulatory framework on gender equality
            • Legislative and regulatory basis for EU policies on gender equality
            • Concrete requirements for considering gender equality within the EU Funds
            • EU Funds’ enabling conditions
            • Additional resources
          • Tool 2: Analysing gender inequalities and gender needs at the national and sub-national levels
            • Steps to assess and analyse gender inequalities and needs
            • Step 1. Collect information and disaggregated data on the target group
            • Step 2. Identify existing gender inequalities and their underlying causes
            • Step 3. Consult directly with the target groups
            • Step 4. Draw conclusions
            • Additional resources
          • Tool 3: Operationalising gender equality in policy objectives and specific objectives/measures
            • Steps for operationalising gender equality in Partnership Agreements and Operational Programmes
            • General guidance on operationalising gender equality when developing policy objectives, specific objectives and measures
            • Checklist for putting the horizontal principle of gender equality into practice in Partnership Agreements
            • Checklist for putting the horizontal principle of gender equality into practice in Operational Programmes
            • Examples of integrating gender equality as a horizontal principle in policy objectives and specific objectives
          • Tool 4: Coordination and complementarities between the EU Funds to advance work-life balance
            • Steps for enhancing coordination and complementarities between the funds
            • Step 1. Alignment with the EU’s strategic engagement goals for gender equality and national gender equality goals
            • Steps 2 and 3. Identifying and developing possible work-life balance interventions
            • Step 4. Following-up through the use of indicators within M&E systems
            • Fictional case study 1: reconciling paid work and childcare
            • Fictional case study 2: reconciling shift work and childcare
            • Fictional case study 3: balancing care for oneself and others
            • Fictional case study 4: reconciling care for children and older persons with shift work
            • Additional resources
          • Tool 5: Defining partnerships and multi-level governance
            • Steps for defining partnerships and multi-level governance
            • Additional resources
          • Tool 6: Developing quantitative and qualitative indicators for advancing gender equality
            • Steps to develop quantitative and qualitative indicators
            • ERDF and Cohesion Fund
            • ESF+
            • EMFF
            • Additional resources
          • Tool 7: Defining gender-sensitive project selection criteria
            • Steps to support gender-sensitive project development and selection
            • Checklist to guide the preparation of calls for project proposals
            • Checklist for project selection criteria
            • Supplementary tool 7.a: Gender-responsive agreements with project implementers
          • Tool 8: Tracking resource allocations for gender equality in the EU Funds
            • Ensuring gender relevance in EU Funds
            • The tracking system
            • Steps for tracking resource allocations on gender equality
            • Step 1: Ex ante approach
            • Step 2: Ex post approach
            • Examples of Step 2a
            • Annex 1: Ex ante assignment of intervention fields to the gender equality dimension codes
            • Annex 2: The EU’s gender equality legal and policy framework
          • Tool 9: Mainstreaming gender equality in project design
            • Steps to mainstream gender equality in project design
            • Step 1. Alignment with partnership agreements’ and Operational Programmes’ gender objectives and indicators
            • Step 2. Project development and application
            • Step 3. Project implementation
            • Step 4. Project assessment
          • Tool 10: Integrating a gender perspective in monitoring and evaluation processes
            • Steps to integrate a gender perspective in M&E processes
            • Additional resources
          • Tool 11: Reporting on resource spending for gender equality in the EU Funds
            • Tracking expenditures for gender equality
            • Additional resources
          • References
          • Abbreviations
          • Acknowledgements
      • Gender-responsive Public Procurement
        • Back to toolkit page
        • Who is this toolkit for?
          • Guiding you through the toolkit
        • What is gender-responsive public procurement?
          • How is gender-responsive public procurement linked to gender equality?
          • How is gender-responsive public procurement linked to gender budgeting?
          • Five reasons why gender-responsive public procurement
          • Why was this toolkit produced
        • Gender-responsive public procurement in practice
          • Legal framework cross-references gender equality and public procurement
          • Public procurement strategies cover GRPP
          • Gender equality action plans or strategies mention public procurement
          • Capacity-building programmes, support structures
          • Regular collaboration between gender equality bodies
          • Effective monitoring and reporting systems on the use of GRPP
          • Tool 1:Self-assessment questionnaire about the legal
          • Tool 2: Overview of the legislative, regulatory and policy frameworks
        • How to include gender aspects in tendering procedures
          • Pre-procurement stage
            • Needs assessment
            • Tool 3: Decision tree to assess the gender relevance
            • Preliminary market consultation
            • Tool 4: Guiding questions for needs assessment
            • Defining the subject matter of the contract
            • Choosing the procedure
            • Tool 5: Decision tree for the choice of procedure for GRPP
            • Dividing the contract into lots
            • Tool 6: Guiding questions for dividing contracts into lots for GRPP
            • Light regime for social, health and other specific services
            • Tool 7: Guiding questions for applying GRPP under the light regime
            • Tool 8: Guiding questions for applying GRPP under the light regime
            • Reserved contracts
            • Preparing tender documents
          • Procurement stage
            • Exclusion grounds
            • Selection criteria
            • Technical specifications
            • Tool 9: Decision tree for setting GRPP selection criteria
            • Award criteria
            • Tool 10: Formulating GRPP award criteria
            • Tool 11: Bidders’ concepts to ensure the integration of gender aspects
            • Use of labels/certifications
          • Post-procurement stage
            • Tool 12: Checklist for including GRPP contract performance conditions
            • Subcontracting
            • Monitoring
            • Reporting
            • Tool 13: Template for a GRPP monitoring and reporting plan
        • References
        • Additional resources
    • Methods and tools
      • Browse
      • About EIGE's methods and tools
      • Gender analysis
      • Gender audit
      • Gender awareness-raising
      • Gender budgeting
      • Gender impact assessment
      • Gender equality training
      • Gender evaluation
      • Gender statistics and indicators
      • Gender monitoring
      • Gender planning
      • Gender-responsive public procurement
      • Gender stakeholder consultation
      • Sex-disaggregated data
      • Institutional transformation
      • Examples of methods and tools
      • Resources
    • Good practices
      • Browse
      • About good practices
      • EIGE’s approach to good practices
    • Country specific information
      • Belgium
        • Overview
        • Browse all Belgium content
      • Bulgaria
        • Overview
        • Browse all Bulgaria content
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        • Overview
        • Browse all Czechia content
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        • Browse all Latvia content
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        • Browse all Lithuania content
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        • Browse all Slovenia content
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        • Overview
    • EIGE’s publications on Gender mainstreaming
    • Concepts and definitions
    • Power Up conference 2019
  • Gender-based violence
    • What is gender-based violence?
    • Forms of violence
    • EIGE’s work on gender-based violence
    • Administrative data collection
      • Data collection on violence against women
      • About the tool
      • Administrative data sources
      • Advanced search
    • Analysis of EU directives from a gendered perspective
    • Costs of gender-based violence
    • Cyber violence against women
    • Femicide
    • Intimate partner violence and witness intervention
    • Female genital mutilation
      • Risk estimations
    • Risk assessment and risk management by police
      • Risk assessment principles and steps
          • Principle 1: Prioritising victim safety
          • Principle 2: Adopting a victim-centred approach
          • Principle 3: Taking a gender-specific approach
          • Principle 4: Adopting an intersectional approach
          • Principle 5: Considering children’s experiences
          • Step 1: Define the purpose and objectives of police risk assessment
          • Step 2: Identify the most appropriate approach to police risk assessment
          • Step 3: Identify the most relevant risk factors for police risk assessment
          • Step 4: Implement systematic police training and capacity development
          • Step 5: Embed police risk assessment in a multiagency framework
          • Step 6: Develop procedures for information management and confidentiality
          • Step 7: Monitor and evaluate risk assessment practices and outcomes
      • Risk management principles and recommendations
        • Principle 1. Adopting a gender-specific approach
        • Principle 2. Introducing an individualised approach to risk management
        • Principle 3. Establishing an evidence-based approach
        • Principle 4. Underpinning the processes with an outcome-focused approach
        • Principle 5. Delivering a coordinated, multiagency response
      • Legal and policy framework
      • Tools and approaches
      • Areas for improvement
      • References
    • Good practices in EU Member States
    • Methods and tools in EU Member States
    • White Ribbon Campaign
      • About the White Ribbon Campaign
      • White Ribbon Ambassadors
    • Regulatory and legal framework
      • International regulations
      • EU regulations
      • Strategic framework on violence against women 2015-2018
      • Legal Definitions in the EU Member States
    • Literature and legislation
    • EIGE's publications on gender-based violence
    • Videos
  • Gender Equality Index
    • View countries
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    • Thematic Focus
    • About Index
    • Publications
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  • Gender Statistics Database
    • Browse Gender Statistics
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        • About the IPA project
        • Examples from the region
          • Browse
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        • Gender equality indices in the Western Balkans and Turkey
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    • Gender-sensitive Communication
      • Overview of the toolkit
      • First steps towards more inclusive language
        • Terms you need to know
        • Why should I ever mention gender?
        • Choosing whether to mention gender
        • Key principles for inclusive language use
      • Challenges
        • Stereotypes
          • Avoid gendered pronouns (he or she) when the person’s gender is unknown
          • Avoid irrelevant information about gender
          • Avoid gendered stereotypes as descriptive terms
          • Gendering in-animate objects
          • Using different adjectives for women and men
          • Avoid using stereotypical images
        • Invisibility and omission
          • Do not use ‘man’ as the neutral term
          • Do not use ‘he’ to refer to unknown people
          • Do not use gender-biased nouns to refer to groups of people
          • Take care with ‘false generics’
          • Greetings and other forms of inclusive communication
        • Subordination and trivialisation
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      • Test your knowledge
        • Quiz 1: Policy document
        • Quiz 2: Job description
        • Quiz 3: Legal text
      • Practical tools
        • Solutions for how to use gender-sensitive language
        • Pronouns
        • Invisibility or omission
        • Common gendered nouns
        • Adjectives
        • Phrases
      • Policy context
    • Work-life balance in the ICT sector
      • Back to toolkit page
      • EU policies on work-life balance
      • Women in the ICT sector
      • The argument for work-life balance measures
        • Challenges
      • Step-by-step approach to building a compelling business case
        • Step 1: Identify national work-life balance initiatives and partners
        • Step 2: Identify potential resistance and find solutions
        • Step 3: Maximise buy-in from stakeholders
        • Step 4: Design a solid implementation plan
        • Step 5: Carefully measure progress
        • Step 6: Highlight benefits and celebrate early wins
      • Toolbox for planning work-life balance measures in ICT companies
      • Work–life balance checklist
    • Gender Equality Index 2019. Work-life balance
      • Back to toolkit page
      • Foreword
      • Highlights
      • Introduction
        • Still far from the finish line
        • Snail’s-pace progress on gender equality in the EU continues
        • More women in decision-making drives progress
        • Convergence on gender equality in the EU
      • 2. Domain of work
        • Gender equality inching slowly forward in a fast-changing world of work
        • Women dominate part-time employment, consigning them to jobs with poorer career progression
        • Motherhood, low education and migration are particular barriers to work for women
      • 3. Domain of money
        • Patchy progress on gender-equal access to financial and economic resources
        • Paying the price for motherhood
        • Lifetime pay inequalities fall on older women
      • 4. Domain of knowledge
        • Gender equality in education standing still even as women graduates outnumber men graduates
        • Both women and men limit their study fields
        • Adult learning stalls most when reskilling needs are greatest
      • 5. Domain of time
        • Enduring burden of care perpetuates inequalities for women
        • Uneven impact of family life on women and men
      • 6. Domain of power
        • More women in decision-making but still a long way to go
        • Democracy undermined by absence of gender parity in politics
        • More gender equality on corporate boards — but only in a few Member States
        • Limited opportunities for women to influence social and cultural decision-making
      • 7. Domain of health
        • Behavioural change in health is key to tackling gender inequalities
        • Women live longer but in poorer health
        • Lone parents and people with disabilities are still without the health support they need
      • 8. Domain of violence
        • Data gaps mask the true scale of gender-based violence in the EU
        • Backlash against gender equality undermines legal efforts to end violence against women
        • Conceptual framework
        • Parental-leave policies
        • Informal care of older people, people with disabilities and long-term care services
        • Informal care of children and childcare services
        • Transport and public infrastructure
        • Flexible working arrangements
        • Lifelong learning
      • 10. Conclusions
    • Sexism at work
      • Background
        • What is sexism?
        • What is the impact of sexism at work?
        • Where does sexism come from?
        • Sexism at work
        • What happens when you violate sexist expectations?
        • What is sexual harassment?
        • Violating sexist expectations can lead to sexual harassment
        • Under-reporting of sexual harassment
      • Part 2. Test yourself
        • How can I combat sexism? A ten-step programme for managers
        • How can all staff create cultural change
        • How can I report a problem?
        • Eradicating sexism to change the face of the EU
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My personal story

PrintDownload as PDF
Narrative
Šalis: Latvia
Sex:
Male
Primary Topic:
IDENTITY
Metai:
2000, 2010

R: As I am a journalist, all my previous bosses have been men. Of course, they have been very different. And when back in the beginning of 2000 the boss was a woman I really understood what it means to have a woman as a boss (...) the woman’s mood affected the whole team. (...) As soon as something wasn’t going well in her personal life she lashed out at her employees. (...) And this made me think a lot, because I have said that I think well of women and [there is] that common saying, that women are not good bosses, is not ok. Until that time I thought that it at some level was a stereotype, but then I had my own experience... Totally, men can divide what is their private life, when it is not going well, and what is work. But for her it was all the same. (...) And I have a very good example when after 5 years I ended up in a team where the main manager was a very young girl - 25 years old. (...) She was a very positive example in this matter. (...) Of course, I felt that there were moments when because of her relationships, for example, she even at times wanted to cry because of some sort of relationship of hers. But she never dumped it on anyone... the whole team wasn’t suffering because of it. And that is great! But I think that she was more of an exception of the rule. She didn’t attack you. What a woman can do, her strong side, she knows how to regulate the relationship. For example, when I want to say a stronger word, I felt that she straightened out the situation as a woman, great. And I understood that she was doing a good job as a boss. (…)
Contrary to what I expected, that it seemed she lacked experience, that this could be an issue for her, it wasn’t like that at all. With something womanly of hers... Of course there were men in the team much smarter than her, more than one. But with her womanly sense she made everyone feel good and she also took care of people. (...) But then again, in the last years, which drives me nuts, when bosses are men, but they start acting like women. (...) Like when, for example, their mood takes the upper hand.

I: Wasn’t it like that before?

R: I hadn’t encountered that many situation when a man can blow up – there are even two of them there, just a year ago I had bosses like that – when they are fine with everything, all is ok, but when they are in a bad mood, then they start screaming at the team. (...) To be quite frank, like men say: [women] having their period, and you have to take that into account that in those days there are going to be mood swings. And when men start to have their period like this... Well then it's bad. And it is even worse when it is not the logical sense that clicks on, when he is able to explain himself, but only some sort [of attitude] comes out. These are the kind of men I have encountered lately. (...)

R: And then it’s a complete contrast that men can start acting like a... some sort of... despotic woman. (...) And another thing, the woman, the young one [boss] as a woman she was also, you know, very attractive, and even more surprisingly that from her looks you could think that she was a some sort of party girl, that kind of girl who only thinks about clothes and a fancy lifestyle. But it turned out that she was not interested in, let’s say, women’s magazines and that sort of stuff. She had a rational attitude to everything, she understood economics... That was a big surprise for me that the sort of girl if I’d seen her on the street I’d think she’s some sort of bimbo, but it turned out that she was a reasonable boss, and a good team-leader being very young. So for me she knocked the stereotype completely down. (...) Well also for her it was important that the guy has a house and... but it had another side.

I: But how did you feel being managed by a woman?

R: (...) If I have a good boss who is a woman, then I don’t feel bad. (...) I’d rather choose a woman, a good woman as a boss, than some sort of men ruled by their mood swings. (...)

I: Well... Beginning was different.

R: (...) I know I said in the beginning that I wouldn’t want to have [a woman for a boss]... (...) but I think that it was an exception [the good boss], (...) if I hadn’t had the experience with the two bosses recently, who were [ruled by their mood swings and dumped everything on the employees], well... They knocked down my preconceptions.

Latvian

I: Vai es drīkstu ierakstīt?

R: Nu, mēģiniet.

I: Un jautājums ir tāds, vai Jūs varētu pastāstīt kādu situāciju, kad tas fakts, ka Jūs esat vīrietis, nospēlēja lomu kādā dzīves momentā vai situācijā?

R: Nu, jā... Nu, man līdz šim ir bijis tā, ka man... Es pats tā kā žurnālists esmu, un man vienmēr visi priekšnieki bijuši vīrieši. Protams, ka viņi bijuši ļoti dažādi. Un tad kaut kur divtūkstošā gada sākumā priekšniece bija sieviete, tad es tā riktīgi izbaudīju, ko nozīmē sieviete priekšniece, bet viņa bija tik kolorīta... nu, tāds ļoti spilgts [cilvēks]... Nu, protams, ļoti daudz kas arī labs bija, bet tik lai... nu, kad garastāvoklis ietekmēja, sievietes garastāvoklis ietekmēja visu kolektīvu. Tad es sapratu: nu nedrīkst tā. Jo viņa faktiski tiklīdz kaut kas personiskā dzīvē viņai negāja, viņa to izgāza uz darbiniekiem. Tas bija tik izteikti, kad, principā, es domāju, ka tas bija vampīrisms, kad vienkārši to enerģiju savu kaut kur... Un , jā, tas man lielus pārdomas radīja, jo es saku, ka es par sievietēm labi esmu domājis, un parasts tas teiciens, ka sieviete priekšniece tas tomēr nav labi, jā... Nu, es jau līdz tam domāju, ka varbūt tas ir stereotips kaut kādā mērā, bet uz savu ādu es pārliecinājos, ka nē, kad... pilnīgi, nu vīrieši kaut ko labāk māk nodalīt, kas ir privātā dzīve, ja tev tur neiet, un ir darbs, jā. A viņai viss saplūda kopā, jā, un... Nu, viņa bija ar хватку (ar ķērienu) tāda, baigā, bet... Bet tieši tas, ka nāk, piemēram, ja es zinu, ka viņai tai dienā neiet kaut kur ģimenē, kaut kas sagriezies, un ja viņa sāk tiranizēt visu kolektīvu... nu jā, to nekādīgi nevarēja sagremot. Un tad man ir ļoti labs piemērs atkal, kad... pēc pieciem gadiem es atkal nokļuvu kolektīvā, kur pa priekšnieci galveno bija ļoti jauna meitene – divdesmit pieci gadi. Un es arī domāju, nu... pirmkārt, viņai pieredzes, likās, ka pietrūks, ka viņa ir... ka viņa... - mēs vienā kabinetā sēdējām - un kā [tad]būs, ka viņai vienkārši [būs] tādi brīži, kad kaut kas vot ar savu džeku neies. [Bet]jā, [viņa bija] pilnīgi pozitīvais piemērs [tādā ziņā].

I: Kādā ziņā pozitīvais, piemēram?

R: Pilnīgi... Protams, es jutu, ka ir, ir brīži, kad viņai kaut ko savās [attiecībās], piemēram, viņai pat reizēm pat raudāt gribējās dēļ kaut kādām savām attiecībām. Bet viņa nekad negāza to virsū ne [vienam]... no tā necieta kolektīvs. Un tas ir super. Tas, tas arī liecina, ka tomēr [tas varētu būt stereotips par sievietēm, kas nemāk nodalīt darbu un privāto dzīvi]... Bet es domāju, ka viņa drīzāk izņēmums. Viņa... viņa nebrauca virsū. Tas, ko sieviete māk, piemēram, viņa... sievietes stiprā puse – viņa māk, kad viņa jūt, viņa māk regulēt attiecības. Piemēram, tur, kur man varbūt gribējās kaut ko asāk pateikt, es jutu, ka viņa visu nogludina tā kā sieviete, forši. Un es sapratu, kad baigi labi sanāk viņai kā priekšniecei.

I: Jā, kad rezultāts labs.

R: Viņa panāk rezultātu, viņa nogludina konfliktus, jā, un to kolektīvu viņa tā kaut kā saliedē. A tā iepriekšējā [priekšniece], viņa turēja ar tādu tirāniju, ar bailēm, ar... to visu kopā [turēja]. Tie ir ļoti dažādi [gadījumi, piemēri]... kā sieviete, piemēram, māk [būt priekšniece]. Tai sievietei, kurai jau četrdesmit – piecdesmit [gadi bija], kas bija tirāns, un šai meitenei, kas divdesmit pieci [gadi], viņa izrādījās gudrāka, pēc tām izpausmēm, nekā [četrdesmit – piecdesmit gadīga]...

I:... nekā pieredzējušāka...

R:...pretēji gaidītajam, ka likās, ka viņai pieredze var pietrūkst, ka viņai tā [varētu būt problēmas] , bet nekā [nebija]. Viņa kaut kādu savu sievietes tādu... Protams, ka veči redakcijā bija daudz gudrāki par viņu, neviens vien. Bet viņa ar savu to kaut kādu sievietes jušanu, viņa panāca, ka īstenībā katrs jūtās labi, un viņa arī rūpējās par cilvēkiem. Tā kā principā man ir tādas divas, divas pieredzes no sievietēm: viena ļoti negatīva, otra... otrā nu, ļoti izcila, var teikt. Un par to vampīru, despotu runājot, tad kad jau vienā brīdī... es esmu baigi mierīgs tāds cilvēks, bet kad es pateicu: „Все (viss), es eju prom”, tas despots, viņš pēkšņi sabrūk, ja. Un tad es saprotu, kā tas ir, ka īstenībā viņa arī baigi vāja ir. Ka tik līdz viņai dod pretestību kaut kādu, tā [sabrūk]... Tas nebija tikai manas problēmas ar viņu, man pat, teiksim, bija labas attiecības, tāpēc ka es biju tā kā [tādā hierarhijā, kad] viņa, es un tad kolektīvs. Bet ... nu... tā kā nu... Ar tādām sieviešu kaut kādām vājām izpausmēm ir baigi jārēķinās. Bet atkal vēl viens moments – pēdējo divu gadu pieredze, kas man vispār besī [latviskota krievu valodas vārda бесит forma, latviskI: kaitina]: kad priekšnieki ir vīrieši, bet sāk uzvesties kā sievietes.

I: Tas ir kā?

R: Tas ir, piemēram, kad garastāvoklis iet pa priekšu.

I: Agrāk tā nebija?

R: Es, es tā nebiju saskāries tik ļoti, kad vīrietis var iziet [no rāmjiem] - viņi pat divi tādi, man vēl pirms gada bija tādi priekšnieki – kad var nereaģēt uz kaut ko pilnīgi, viss ir mierīgi, un tad ir slikts garastāvoklis, un tad sāk uz kolektīvu aurot. Vienkārši uznāk kaut kādi tādi, man tā liekas, ka vot tā sievietēm var gadīties, ja, kaut kādos brīžos ira... Nu, es teikšu atklāti, kā veči runā: vot ir menstruācijas, un viss, un ar to jārēķinās, ka tajā laikā būs [garastāvokļa maiņas]. Un kad večiem sākās menstruācijas šitādas... Nu [tad traki]. Un šitādas arī, un tas ir vēl trakāk, kad nevis kaut kāds prāts ieslēdzās, ka viņš [priekšnieks vīrietis] var izskaidrot, ko viņš tur dara, bet viņš, viņam nāk kaut kāda tāda [attieksme]. Vot šitādus arī es esmu pieredzējis pēdējā laikā.

I: Un kā Jūs domājat... nē nu es sākumā... pie tās jaunākās [priekšnieces] atgriezīšos... Un kas Jums tā liek domāt, ka tā meitene ir izņēmums?

R: Tāpēc, ka... Laikam... Nu to liek mana pieredze domāt. Bet man ir arī teikušas daudzas sievietes, ka viņas nevar paciest priekšnieces sievietes. To es tā vienkārši [saku] , kas nostiprinājies apziņā, kad paziņas, kolēģes, kurām ir priekšnieces sievietes, [viņām] ļoti nepatīk strādāt šādā situācijā. Viņas pašas saka: labāk priekšnieks ir vīrietis.

I: Un kā viņas to argumentē?

R: Nu, kad s... [sieviešu]... Gan tās garastāvokļu maiņas, gan... Tur jau kaut kādas sieviešu разборка’s (rēķinu kārtošana, krievu valodas vārds ar latviskotu galotni) sākās tur, kaut kādas tur savstarpējas, ko viņas tik pašas tur saprot, ko viņas tur [dara]... Nezinu.

I: Un tad šie priekšnieki vīrieši, kas tā emocionāli reaģē un tad izgāž savas iekšējās tās nesaskaņas uz kolektīvu, kāpēc Jūs domājiet, ka tas, nu... varbūt vīrieši arī tā vienmēr dara? Vienkārši Jums trāpījās tādi...

R: Varbūt, varbūt.

I: Un kas Jums liek domāt...

R: Bet, bet man kaut kā tomēr ir bijis līdz šim, kad... Man vispār nepatīk, kad priekšnieki auro, kad paceļ balsi, kad... Nē, to jūt, to jūt, kad, piemēram, ja priekšnieks iziet no rāmiem... un tu jūti, kas tur apakšā ir. Ka, teiksim, citās situācijās viņš var nereaģēt, kur varbūt būtu kaut kas jāpasaka... Vot tad es savu viedokli, piemēram, ja es par kaut kādu cilvēku sākumā kaut kāds viedoklis sāk rasties, es pajautāju citiem, un tad jau tā aina izveidojās, ka citi arī apstiprina to, kad... vot šitā mēdz gadīties. Slikts garīgais, nu tad sāks kasīties. Nu, kaut kā tā nostiprinās.

I: Bet kāpēc tomēr rodas... sanāk, sievietēm tā kā ir kaut kāds tā kā attaisnojums, ka viņas tā mēdz uzvesties? Un kāpēc...

R: Tā sanāk, kad vīrieši, nu, lielā mērā saprot, ka sieviete priekšniece, tad ir jārēķinās, ka viņai var gadīties... konkrētās kaut kādas dienas, garastāvokļi un... nu, es zinu, jā, ka veči to [zina], ar to rēķinās. Ja sieviete ir priekšniece, tad tā varētu būt. Tad varētu būt kaut kas neobjektīvs arī, kas ir balstīts tikai uz kaut kādām... garastāvokļu maiņām, emocijām, ka tas varbūt pat neattieksies uz [lietas būtību]...

I: A vīrieši tā vairāk tā kā objektīvi, ja?

R: Es domāju, ka jā. Kad nu vīriešiem tomēr vairāk ir... nu mana pieredze tā liecina, ja, kad... ka vīrietis to kaut kādā lietā tās emocijas vai... vai ja man ir, es esmu sastrīdējies ar draudzeni, ka viņš to neieliks tik daudz iekšā darbā. Un tieši tāpēc tā dēļ necietīs kāds cits padotais. Ar sievietēm jūk tās robežas. Kad kāda cita cilvēka dēļ cieš kaut kāds nevainīgs. Man arī tāda pārliecība ir, vismaz manā pieredzē. Bet es saku, tas izņēmums labais ir tā jaunā meitene, kurā es to pilnīgi nejutu. Ļoti korekta attieksme pret..., vispār pret cilvēkiem.

I: Un uzreiz arī tie divi priekšnieki citi, kas arī...

R: Tie vīrieši?

I: Vīrieši, jā.

R: Jā, un pēc tam tas atkal pilnīgs kontrasts, ka vīrieši var kaut kā sākt uzvesties tāpat kā... kaut kāda... despotiska sieviete.

I: A nav pirms tam bija dzirdēts par tādiem histēriskiem priekšniekiem, kas... kad visa nodaļa jau gaida, kādā garastāvoklī viņš ieradīsies?

R: Jā, jā, jā. Dzirdēts ir, bet man pašam tā nav, ja. Bet es saku, man liekas, ka te dzīve piedāvā tik daudz variantus, ka te var arī par sliktiem vīriešiem, var ļoti, nu, romānu uzrakstīt, kad...

I: Nē, nu... tik tieši... Bet [Jūs teicāt] tieši vīriešiem, ja... Nē, es domāju tā, [runā par] vienkārši nevis sliktiem cilvēkiem, bet nu tā - tā kā vairāk tā ir piesaiste dzimumam, ja?

R: (pauze) Nu, vēl kas ir interesants, tā sieviete jaunā [priekšniece], viņa bija arī kā sieviete tāda, nu, ļoti tāda pievilcīga, un tas vēl pārsteidzošāk ir, kad viņa, pēc viņas ārienes varētu domāt, ka viņa ira kaut kāda klubu tusētāja, nu tāda tipa, kurai, galvā tikai lupatas un labs dzīves veids un tā. A pēc satura izrādījās, ka viņa... ka viņai, teiksim, ļoti maz interesē sieviešu žurnāli, kaut kāds tāds, ka viņai tāds racionāls piegājiens visam ir, ka viņa ekonomiku saprot... Vot tas man bija tāds ļoti liels pārsteigums, ka tāda tipa meitene, par kuru, es uz ielas ieraudzītu, pateiktu, ka viņa ir kaut kāda цаца (lielmāte, madāma), izrādās, ka viņa baigi gan saprātīgs priekšnieks, gan labi vada kolektīvu, būdami ļoti jauna. Tā kā pilnīgi stereotipu izsita man ārā, nu tā kā... Tā kā nevar uz jaunām meitenēm skatīties viennozīmīgi, ka viņas ir tādas, nu... Nu, arī viņai svarīgi ir, teiksim, džeks ar māju, ar, ar..., bet tam visam klāt tomēr bija arī otra puse, kad...

I: Ka viņa bija labs profesionālis, ja?

R: Es nezinu, vai profesionālis...

I: Nu bet, nu viņa...

R: Viņa kaut kā sajūt tai brīdī... Piemēram, nu kā - kāpēc arī es labi jutos, jo man bija jau četrdesmit kaut kādi divi-trīs gadi, viņa jauna, [un] mums ļoti labi sapasēja mana pieredze un [kad] es [esmu] padotais, un es nosedzu kaut kā tādu lauku, un viņa vada, un viņa kaut kā regulē tās attiecības tā. Tas manā praksē ļoti labs [piemērs], kad var tik labi saspēlēties. Ar to [priekšnieci] tirānu bija grūtāk. [Ar viņu bija tā, ka] vienkārši, kad es jūtu, kad nu... Ir priekšnieki, kas tikai reizēm priekšnieki tāpēc, ka vajag [kādam vajag ieņemt šo amatu]. Vienkārši jāparada kaut kādā brīdī, ka tu esi priekšnieks.

I: Ka vara tā kā jāizrada?

R: Ka vara [jāizrada]. Un tu redzi, kad kaut kādas, ka viņas sāk svītrot kaut ko, pēdējā brīdī jaukt [tekstu], [bet] tu neredzi tam pamatojumu vairs. Nu, ka bez tā [radikālas teksta kritikas] var iztikt īstenībā. Bet kad sāk izrādīt varu kaut kā tā [tā pat vien bez pamatojuma], tad baigā nepatika veidojās. Es esmu par tādām mierīgām attiecībām, kad, ja tu [priekšnieks] gribi, [tad] novērs ātrāk to visu, bet nevis kaut kādos [nevis pēdējā brīdī kritizē, lai izrādīt varu]...

I: Bet kā Jūs jutāties kā sievietes padotais?

R: Otrajā variantā ļoti labi. Es principā esmu otrais cilvēks, es nekad negribu būt priekšnieks, ja, es vienmēr labi jūtos otrā pozīcijā, tāpēc kad es nekad nekāpšu pāri, man nav ambīciju uz varu. Man arī drīzāk ir tāds[tips], laikam krieviem vārds „созидательный” (jaunrades). Nu, vienkārši, ja man tā spēja [būt jaunrades cilvēkam] ir tāda, un es to [daru tā]... Un vara atkal dot kaut ko citu, viņa dod atbildību, kas man atkal novirza no kaut kādām lietām, ko es varu darīt. Man tas nav vajadzīgs. Tāpēc, ja man ir laba priekšniece sieviete, tad es nemaz slikti nejūtos.

I: Jā. Tad Jūs varētu tā arī dažos vārdos tā kopsavikt?

R: Īstenībā, laikam jāsaka tā, ka priekšnieki... ka labs priekšnieks nav atkarīgs no dzimuma. Kad var gadīties некудышный (nekāds, nederīgs) vīrieši priekšnieki , un es tad labāk izvēlētos sievieti, foršu sievieti priekšnieci, nekā kaut kādus... garastāvokļu maiņai pakļautus vīriešus. Kaut kā es nezinu, tā [tas būtu].

I: Tā... Sākums bija savādāks.

R: Es zinu. Es zinu, ka es sākumā teicu, ka es negribētu [sievieti priekšnieci]... Tāpēc es... Nu es nezinu, es, man liekas, ka tas bija izņēmums [ar labu sievieti priekšnieci], bet es tāpēc...

I: Bet labāk tāds izņēmums, ja?

R: Labāk izņēmums, jo es saku, ja man nebūtu tā pieredze ar tiem diviem priekšniekiem nesen, kuri tādi [garastāvokļa maiņai un tā izgāšanai uz padotajiem pakļauti], nu... Vot viņi man nojauca to [priekšstatu]... Tāpēc es zinu, kad labāk tad [priekšniece sieviete]... Kaut kā tā, es nezinu.

I: Jā. Labi. Paldies!

Metadata

Other Topic categories:
CHILDHOOD / FAMILY LIFE / RELATIONSHIPS
PROFESSIONAL CAREER
VIOLENCE
Key actors: 
myself
Raktažodžiai:
power, relationship, responsibility, roles/role pattern, health, body, age, appearance/physical beauty, behaviour, character, femininity, peer group, role model, sexual identity, weak(-ness), well-being, ambition, competences, labour conditions, leadership, occupation/job, reconciliation private/professional, abuse, offender (female or male), psychological violence
Male, 47 Latvia

Gender did matter

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