This paper investigates how Swedish upper secondary school students relate to the financial support available from the Swedish state of education. It also looks at the attitudes of such students to the new CSN[1]truancy rules as they apply to school politics. Is there a difference in students’ attitude to these truancy rules and does that difference depend on the students’ socio-economic standard, whether they come from a wealthy background or a marginalised society or whether they are ethnic Swedish? Does this in any way affect the attitudes of the students? This financial support is only paid to those students who do not skip school. If they lose their right to this contribution because of truancy, their parents will also forfeit the right to the financial subsidies to which they may be entitled. Naturally, this may affect students in different ways, depending on what kind of financial situation their family is in. Do some students go to school out of their own financial interest or out of that of their parents? Through focus-group interviews, students have expressed their opinions, told about their experiences and stated their attitudes with regards to these matters. The results of these interviews are based upon which school they go to and where the school is situated and these results have subsequently been analysed through Max Weber’s and Immanuel Wallerstein’s sociological theories about society, nation, class and gender. [1]Centrala Studiestödsnämnden- Swedish Financial Aid for Studies

Detta arbete syftade till att undersöka hur CSN:s (Centrala studiestödsnämnden) mobilapplikation kunde utformas för att förenkla för studenter att fÃ¥ översikt över sitt studiemedel och vara mer motiverande att använda. PÃ¥ grund av det ökade antalet personer som fick studiemedel 2021 samt inflationen som slog hÃ¥rt mot studenter sÃ¥g vi att en mer användbar app för CSN var ytterst aktuellt. En inledande studie gjordes i form av en digital enkät där det framgick att det fanns ett behov av en mer användbar app som gick i linje med CSN:s hemsida. Genom ett användbarhetstest av CSN:s befintliga app fick vi inblick i mÃ¥lgruppens Ã¥sikter om appen, vilket visade att den upplevdes som daterad, delvis otydlig och omotiverande att använda. Fyra brukskvaliteter togs fram baserat pÃ¥ forskningsfrÃ¥gorna, som i kombination med resultatet pÃ¥ användbarhetstestet la grund för fortsatt arbete av prototypen. Vidare gjordes en LoFi-prototyp och en HiFi-prototyp som testades genom tvÃ¥ användbarhetstester. Genom en analys av användbarhetstestet pÃ¥ HiFi-prototypen bekräftades att prototypen uppfyllde de fyra uppsatta brukskvaliteterna, däribland att den skulle ge bättre översikt och vara mer motiverande att använda. Den slutsats som drogs var därför att prototypen gav studenter en tydligare översikt över sitt studiemedel och upplevdes mer motiverande att använda än CSN:s gamla mobilapplikation. / <p>Examensarbetet är utfört vid Institutionen för teknik och naturvetenskap (ITN) vid Tekniska fakulteten, Linköpings universitet</p>

In 1964, the Swedish parliament decided on a reformed student finance system with a combination of student grants and student loans. In this paper, the creation of two specific parts of the student finance system are analyzed using the gender contract model of Yvonne Hirdman. The regulations for the payment and repayment of student loans were first formulated in line with the gender equality contract, but were later adapted to the housewife contract. After another turnaround, the committee Studiesociala utredningen favored the gender equality contract in principle, but not fully in practice. The committee proposed and the parliament approved a system based on “Women’s Two Roles”: married women with academic degrees were expected to be housewives during the children’s upbringing, but should thereafter be encouraged to return to professional work.