Vågar jag få stöd? En livsvärldsstudie om flickors upplevelse och erfarenheter av stöd i gymnasieskolan
The overall aim of the study was to give an insight into the life of a girl attending a program for preparation for further studies. More explicitly it is the aim of this study to examine what line the girls take to and how they experience support in school and if the offered support is adjusted to the needs of the girls?.To capture the complexity of the girls? experiences a world view approach was used. To be able to take part of the girls? experiences, a qualitative survey method was chosen, built upon individual half structured interviews with six girls attending the last year of upper secondary school. The interviews are half structured since they are based upon a specific theme where the girls? experiences have pointed out the direction. In this study the world view is to be con-sidered both as a private world and that shaped in intersubjective linkage with others.Furthermore the world view in this study should be seen as based upon experience. The voices of the girls have therefore been given room and it is the voices of the girls that constitute the empiric material. The transcribed texts have been interpreted and analysed from the her-meneutical spiral to create a broader understanding of what it means to attend a program for preparation for further studies as a girl.The study reveals that school offers extra help with homework, remedial instruction and su-pervisor as support, but the girls in the study did not attend those kinds of activities since they are not adjusted to the girls? need. Their need is to be able to get support without standing out as weak or unintelligible. For the girls it is essential to maintain both inner and outer control. The result shows that the group, and the hidden norm about not accepting any support, cause a hindrance and create a fear of deviating. The support that the girls need is to see learning as a process, that school creates a normalized view of remedial teaching and support so that it embraces all, and an environment where failure is acceptable. The now experienced support is focused on individual level. Instead it should be focused on group- and organisation level to develop a safe and secure study environment.