The Nordic countries are internationally recognized for gender equality, often attributing this to their welfare systems and widespread childcare. However, this study questions whether preschools in these countries effectively implement gender equality in practice. The study views gender equality as an ongoing process, not a one-time achievement. Nordic preschools are mandated by national policy to provide gender-equal education, treating girls and boys as equal learners intellectually and emotionally. Policy documents emphasize co-education and equal care, but existing research highlights the gap between policy and practice. While Nordic countries share a common welfare-state ideal of equal schooling, their national curricula vary in regulating gender equality, leading to diverse local implementations. This article analyzes empirical examples from across the Nordic countries to describe and understand practical gender equality work in preschools, acknowledging the limitations of generalizing from a selected sample.

Existing literature addresses gender equality in preschools and schools by examining gender relations in school environments. Studies analyze gender relations but lack focus on the practical implementation of gender equality work in preschools. While some research explores gender equality implementation, analyses of practical work are scarce. This gap in research has left many Nordic schools and preschools without research-based methods for promoting gender equality. The multi-contextual nature of communication in preschools, where gender equality is constantly negotiated and reproduced, necessitates understanding the processes of gender equality work rather than seeking a single method.

This research employed an ethnographic, multi-case study approach. Data collection involved visits to preschools in all Nordic countries and interviews with various stakeholders (teachers, preschool staff, municipality staff). The researchers developed a common interview guide for semi-structured interviews and used observation protocols during preschool visits. The data corpus consists of 59 semi-structured interviews, 11 school unit visits, approximately 40 policy documents, and photographs. Interviews were mainly conducted in Swedish (some in English) and translated for analysis. Ethical considerations followed Swedish Research Council recommendations, ensuring informed consent and participant rights. The analysis used Subrahmanian's (2005) framework analyzing gender-related rights within education (learning content, teaching methods, subject choice, assessment, peer relationships, learning outcomes) along with Lahelma's (2014) critique of achievement as a sole parameter for assessing gender equality. The analysis involved multiple readings of transcripts and narratives, aiming to identify relevant categories to illustrate the data. The 'house' metaphor emerged to represent the stages of gender equality work.

The study's key finding is an empirically based illustration of gender equality work in preschools across three stages: the private stage, the internal stage, and the external stage. These stages are presented as metaphorical houses, reflecting the complexity and development of gender equality work. The study indicates that gender equality activities are primarily either staff-focused or student-focused, rarely combining both. Most efforts focus on qualitative change (attitude shifts) rather than quantitative measures (like addressing the gender gap in educational achievement). The illustration highlights five key aspects: epistemological understanding of gender knowledge; management support; goal setting; organizational structure; and development climate. The private stage is characterized by individual teachers' initiatives lacking organizational support, clear goals, or systematic knowledge. The internal stage shows incipient organization with weak management support, sporadic resources, and limited goals. The external stage displays a highly structured approach with strong management support, external resources, clear goals, collaboration, and use of research and experience. Examples from each stage illustrate the varied approaches and levels of development.

The findings address the research question by illustrating the diverse ways gender equality is approached in Nordic preschools. The three-stage model provides a framework for understanding the organizational and developmental aspects of gender equality work. The study highlights that the effectiveness of gender equality work is intertwined with general development work within educational organizations. The five key aspects offer a nuanced understanding of the practical implementation of gender equality, complementing existing discourses (Lahelma's "gender equality discourse" and "boy discourse"). The three stages can be seen as integrating Subrahmanian's (2005) "within" and "through" perspectives of gender equality in education. The lack of a uniform approach to gender equality work is discussed, acknowledging the need for context-specific strategies while maintaining common goals based on national policy.

This study reveals a lack of systematic gender equality work in Nordic preschools despite policy commitments. The three-stage model (private, internal, external) offers a valuable tool for understanding and improving gender equality efforts. Further research should investigate the systematic implementation of gender equality work, its integration with general development efforts, and the impact of policy on practical work. The study also suggests further research into best practices for gender equality work and addressing potential discrepancies in how it is prioritized relative to other developmental initiatives.

The study's reliance on a selected sample of preschools limits the generalizability of findings to all Nordic preschools. The study focuses on a specific time period (2012-2013), and changes in policy or practice might have occurred since then. The use of a house metaphor, while illustrative, could be viewed as an oversimplification of complex processes. The analysis's reliance on pre-existing theoretical frameworks could potentially influence the interpretation of the data.