This essay studied how six girls experienced their reading development during their college education in male-dominated profession programs. The issues assumed were how they experience their literature reading and literature education and what happened with their interest in reading. The theoretical frame included researchers Säljö, Rosenblatt, Gun Malmgren, Olin-Scheller, Ulfgaard and Molloy. The study showed that most of the girls felt their reading had worsened but not because of their male classmates but because of school. They had a lot of homework and participated in so many different school projects which would be completed that there was no time to reading for pleasure. The girls did not like the teachers’ literate sample and did not like the methods used in learning literature. They would rather have discussions of literature instead of writing about the content of the book and its author. The study also showed that girls did not react against any male dominance among the books they read in school. / Uppsatsen studerade sex flickors upplevelse av sin läsutveckling under deras gymnasietid på mansdominerade yrkesprogram. Frågeställningarna utgick ifrån hur bokslukande tjejer uppfattade litteraturläsning och litteraturundervisning på yrkesförberedande program och vad som hände med deras läsintresse under deras gymnasieutbildning. Till den teoretiska ramen hör forskare som Säljö, Rosenblatt, Gun Malmgren, Olin-Scheller, Ulfgaard och Molloy. Undersökningen visade att de flesta flickorna uppfattade att deras läsning hade försämrats men inte på grund av deras manliga klasskamrater utan på grund av skolan. De fick så många läxor och deltog i så många olika skolprojekt som skulle slutföras att det inte fanns någon tid över till lustläsning. Flickorna vände sig emot lärarnas litteraturval och tyckte heller inte om de metoder som användes inom litteraturundervisningen. De ville hellre ha boksamtal istället för att skriva om bokens innehåll och dess författare. Undersökningen visade också att flickorna inte reagerade mot någon manlig dominans bland de böcker de läste i skolan.

Abstract The aim of this study is to investigate attitudes to leisure-time reading among pupils in grade 5. A subsidiary aim is to examine whether there is a difference between how boys and girls relate to reading books. The method used in the study is questionnaires and a focus group interview. The result shows a clear difference between boys’ and girls’ reading habits in leisure time. The girls devote more time in general than the boys to leisure-time reading, but sports activities and the computer are two phenomena that the pupils choose in preference to reading. In the study one can see a link between reading literature relatively frequently in leisure time and having a positive attitude to reading in school, which applies to both sexes. The pupils who seldom or never read in their leisure time are also more negatively disposed to reading in school, which applies chiefly to the boys.