Good girls read. A study of the relation between reading and creating feminine gender positions

The purpose of this thesis is to examine how young women create their feminine gender positions in relation to their reading. Using qualitative research methods the empirical material has been collected through so called reflexive interviews with eight young women aged 15-17. From their statements the empirical material has been divided into five themes that are important to the young women, as well as to the formulation of the problem. This constitutes the model of analysis. The analysis has been conducted through an examination of these themes from a gender theoretical perspective and through the application of theories about reading and gender. The results are also seen from the view of research within the Library and Information Science and from other disciplines presented in the thesis. The conclusion is that reading plays a role for the young women in forming their gender identity and has a strengthening effect on their self-esteem. It is associated with all sorts of emotions of which anger is the most prominent and often leads them to take a stand. The reading also has a developing function giving them experiences and helping them discover the world while identifying with the characters in the literature. To study and learn proves to be important in forming dreams and ambitions for the future. Finally my research shows how their roles as good girls have importance for every theme in the analysis and in every aspect of the young womens reading and creating of feminine gender positions.Uppsatsnivå: