Pojkars motstånd i klassrummets läsundervisning : En kvalitativ studie om hur lärare i årskurserna 4–6 beskriver normer, status och sociala villkor hos pojkar

Sammanfattning

This study examines boys’ resistance to reading instruction in grades 4–6. The aim is to investigate how teachers describe boys’ resistance in classroom-based reading instruction, how they interpret the reasons for this resistance, and how they believe it can be reduced. The study focuses particularly on norms, status, and social conditions in the classroom. The theoretical framework is based on Self-Determination Theory, SDT, and the concepts of anti-school culture and social cost. The study uses a qualitative method and is based on seven semi-structured interviews with teachers who teach Swedish in grades 4–6. The material has been analyzed thematically. The results show that boys’ resistance is rarely described as a clear refusal to read. Instead, resistance more often appears as avoidance, passivity, lack of focus, silent resistance, or disruptive behavior. The teachers mainly connect this resistance to reading being perceived as difficult, low motivation, weak confidence in one’s own ability, and difficulties in finding meaningful texts. The results also show that clear routines, adapted book choices, adult support, and a safe classroom climate can reduce resistance. The study concludes that boys’ resistance should not be understood as a general characteristic of boys, but as something influenced by the organization of teaching, text choices, support, and the social framework of the classroom.