The object of this essay was about youth's experiences of their possibility of consumption. We also wanted to analyze if their possibility of consumption had a connection with their experience of happiness. Another part of the object was to see if there where any differences between girls and Boys concerning the questions above. One of the issues we had was if the youth's money was enough for their needs of consumption. The method we used were a questionnaire, which we asked a class of 22 pupils to fill in.

Children of today are surrounded by many different kinds of media. Books have to compete with new media like computers, video games, many TV-channels etc. The aim of this study has been to investigate the reading habits of 9-12-year old Boys in their spare time, and their reasons for reading related to their use of other media. Our interest has been to shed light on the Boys reading habits, their preferences and motives for reading and their reading functions. Even though our focus has been on their reading, we also have examined their use of other media and the function of this use.

Denna studie med titeln ?Boys will be Boys - några exempel på hur kön konstrueras i en skola? är en kvalitativt inriktad studie där intervjuer och observationer har legat till grund för resultatet. Analysarbetet har skett utifrån olika teorier om hur kön konstrueras och befästs i samhället. Syftet med undersökningen var att se hur några lärare ser på kön och vilka konsekvenser detta får för verksamheten i skolan. Lärarna tyckte sig se skillnader mellan könen och dessa förklarades bero på både sociala faktorer och biologiska skillnader.

AbstractThis essay concerns a qualitative case study seeking to understand six Boys? reading habits and to investigate why it is that some Boys who do not like reading nevertheless display good reading comprehension according to the results achieved for that skill in national tests. The study shows that the Boys? perception of reading has a lot to do with the contact they have with books when they are small. Whether or not there are adult role models in the home and whether the early encounter with texts in school is a positive or negative experience is significant for the Boys? later attitude to reading.

Every now and then, in media research studies and in various newspaper articles, schoolBoys´ issues reading habits are discussed. Much of what is written concerns Boys decreasing marks in the field of literature, in the Swedish language and also their negative attitude towards reading books. Some scholars claim that Boys do not read because they consider reading books as a women´s duty. Other people believe that underlying causes for Boys negative attitude towards reading is biological, that it´s genetic and consequently physical, and that male and female brains are functionally different. Another theory of today is that Boys actually reads, but not that kind of texts and literature that they are exposed to in school.Based on a selection of these opinions and theories, and my own experience and interest for questions concerning school and gender, the aim of this studie was to examine Boys worlds of reading.

This is an essay concerning the differences between Boys? and girls? way of learning and how this difference influences the teaching in the technology subject. The method is divided in two. The first part is based on a survey over literature about teaching girls and Boys in the technology subject. The second part is based on interviews with three male teachers in the same subject.

According to international and national literacy studies (PISA, PIRLS) Swedish Boys are inferior to Swedish girls when it comes to reading. There can be numerous reasons to that statement. One is that Swedish teachers require more knowledge about communication as an important component in literacy. In spite of this shortcoming, Swedish girls manage to gain sufficient literacy. Why is that? The aim of this survey was to examine if there were any differences between girls and Boys regarding communication skills when they begin in school.The main questions taken in account were:Which differences and/or similarities in communication skills are discernible between Boys and girls this particular preschool?How do Boys and girls communicate with each other in different room contexts on this particular preschool?           To be able to answer the questions, I adopted observations and audio recordings from children aged five.

Romanerna som ligger till grund för uppsatsens analys är Thomas Bailey Aldrich The story of a bad boy, Mark Twains Tom Sawyers och Huckleberry Finn samt Richmal Cromptons Just William. Syftet med uppsatsen är att undersöka de litterära gestalter som tar sig skepnad i företeelsen "bad Boys" och de frågor som ställs i uppsatsen är: Hur och varför uppkom företeelsen "bad Boys"? Hur växte genren "bad Boys" fram? Vad karaktäriserar "bad Boys" företeelsen? Uppsatsens narratologiska utgångspunkter bygger bland annat på Mieke Bals teori om fabelns och de textanalytiska begrepp som Maria Nikolajeva redogör för: tid och plats, författarens och läsarens föreställning av författaren, samtid och tidsperspektiv. Uppsatsen tar även stöd i R.W. Connell, John Stephens och Kenneth B.

Last spring I did a study where I studied how young girls where being depicted in Swedish novels of 2010. My ambition with this exam is to study how young teenage Boys are being depicted in Swedish novels of 2010 and to compare this study and the results with the results from my study last spring. Throughout history we can see that boy?s novels have had the purpose to bring up Boys into being adventurous. In the novels of 2010 we can see that Boys now are being depicted in another more modern and contemporary way.From my analysis we can see that all the books have many things in common.

According to international and national literacy studies (PISA, PIRLS) Swedish Boys are inferior to Swedish girls when it comes to reading. There can be numerous reasons to that statement. One is that Swedish teachers require more knowledge about communication as an important component in literacy. In spite of this shortcoming, Swedish girls manage to gain sufficient literacy. Why is that? The aim of this survey was to examine if there were any differences between girls and Boys regarding communication skills when they begin in school.The main questions taken in account were:Which differences and/or similarities in communication skills are discernible between Boys and girls this particular preschool?How do Boys and girls communicate with each other in different room contexts on this particular preschool?           To be able to answer the questions, I adopted observations and audio recordings from children aged five.

How do gender and socioeconomic backgrounds affect students? academic performance, educational choices and attitudes towards education? Moreover, does class play the same role for girls and Boys? In order to find this out, I surveyed students in a small province located in the northern inlands of Sweden. The survey was answered by nearly every student in the ninth grade of that year, a total of 160 people. The results revealed that girls in this area have less faith in their capabilities than Boys, despite getting much better grades. Many more girls than Boys want to go onto college or university studies.

The purpose of this qualitative study is to investigate how the welfare officer who works in the child and youth- habilitation is documenting in Boys and girls journals. We also want to see if there are any differences or similarities in the journals on the basis of a gender perspective? The investigation is made from ten journals, five Boys and five girls in the ages from 13 -18 years. The analysis which proceeds from prior research made on this area and from a number of gender theories and gender perspectives is based on a hermeneutic nature. The results show that the welfare officers make more documentation about the Boys´ school situation than the girls´.

The study is ethnographic and the collected material consists of questionnaires, interviews andconducted practical exercises. The purpose of this study is to examine whether it is possible tochange Boys attitude to poetry and poetry teaching through practical exercises. The questionswhich the study is based on concerns how frameworks for tasks can enhance the creativity ofthe students, the standards students have as a reference point and what attitudes Boys have topoetry. The study shows that students feel that they are more creative if there is a frameworkfor the task, it has also been shown that Boys do not have any special attitude to poetry,because they do not know what the word means. One of the most important results in theresults section is that Boys have a positive attitude to poetry as long as the teacher gives themthe right tools to work with..

The purpose with this essay was to study and analyze how gender roles is represented in six different mathematic books for children in the third and fourth grade and to see if the books counteract or reinforces traditional gender roles. It was also to see if the mathematic books follow the goals in the curriculum. I had four questions that I focused on while analyzing the mathematic books:What kind of activities does girls and Boys like in the exercises in the mathematic books?What does girls and Boys own in the exercises in the mathematic books?What does the relationships look like between different persons in the mathematic books?Based on the results from questions 1-3, do these six mathematic books try to follow the curriculum?The results of this study shows that girls often can be interested in things that usually is seen as either girlish or boyish, while Boys mostly is interested in things that is seen as boyish. I got almost the same results when it comes to the second question, girls can buy things that is often seen as either girlish or boyish, while Boys mostly buy things that is seen as boyish.

This paper aimed to investigate to what extent there is an age cut-off for teenage Boys in the women?s shelters of Sweden and how a possible cut-off is described and maintained. This occurrence has not been investigated earlier to a large extent, which emphasizes the importance of this paper. A mixed strategy was used to cover both the frequency as well as the explanations to the age cut-off. The quantitative survey was sent to all women?s shelters in Sweden and the result showed that 56 % of the shelters had an age cut-off for teenage Boys from 12 years of age and above.