Girls

Many of the responses to teen sexting are ineffective and unjust: authorities sometimes blame the victims of nonconsensual sexting, use harsh child pornography laws against minors, and give teenagers the advice to simply abstain. While some scholars champion girls’ media production practices, mass media coverage of girls’ social media use since the early 2000s has emphasized concerns that they are creating and sharing sexual content. In this paper, I illustrate and challenge common concerns about the negative effect of digital and mobile media on how girls communicate and who they can communicate with. I argue that thinking about sexting as media production would encourage researchers to pay more attention to the sexual opportunities of social media as well as the risks. Thinking about consensual sexting as an act of media authorship also pushes models of media production to better account for the privacy rights of people who create social media content.

This article examines how three African American girls, ages 10 to 18, used journaling and interviews to better understand science, technology, engineering, and mathematics (STEM) as part of their literate identities. Drawing on prior work about literate identities, the authors introduce the concept of literate intersectional identities, which describes how participants' diverse histories, literacies, and identities traverse categories, communities, genres, and modes of meaning within the context of a STEAM workshop. The authors employed open and thematic coding to analyze the girls' journal entries in an effort to answer a question: In what ways do African American girls' journal writings and interviews about STEM reflect and influence their literate identities in a digital app coding workshop? Findings reveal how their writings about race, access, and the underrepresentation of women of color in STEM helped them make sense of their self-assurance, self-awareness, and agency as girls of color interested in STEM careers.

This article adds to the literature on smart girlhood by exploring the
topic through Karen Barad’s theory of post-human performativity. We
focus on the transcripts of two participants from a larger study on
girls and academic success in Canada in order to highlight the
material, discursive, embodied, and temporal entanglements that
co-produce the possibilities for girls’ academic subjectivities. Using
a diffractive methodology, we highlight the mutually arising
agencies of bodies, hoodies, schools, grades, and media
constructions of multi-talented ‘supergirls.’ This analysis highlights
the importance of an intersectional approach to academic success
alongside an understanding that inequalities, such as sexism, still
endure for smart girls. We conclude by emphasizing the power of
materiality in girls’ everyday lives to shift understandings of self,
school, and smartness, as well as the importance of moving
beyond dichotomous and decontextualized accounts of girls’ high
achievement that have circulated for over twenty years.

Drawing on data from an ethnography of the school-based Student Police Cadet (SPC) program in Kerala, India, this paper examines the ways in which female high school student-cadets mobilized SPC's uniform in their performance of citizenship education. Unlike their gendered school uniforms, SPC's gender-neutral ‘khaki’ uniform signified a program that treats girls and boys ‘equally.’ Further, SPC uniform's resemblance to the Kerala police uniform enabled female cadets to momentarily disrupt gender regimes and lay claim to specific forms of aspirational, spatial, and sartorial freedoms. These freedoms, however, are premised on the masculine authority of the police uniform and its associated protections. Thus, while the promise of female empowerment is pivotal to SPC curriculum, the conditional nature of freedom in khaki underscores the ambivalent nature of those curricular promises. The paper concludes by examining the implications of freedom bequeathed through masculine forms of protection for girls’ participation in society.

Beginning with a critique of the resiliency literature, the authors suggest that girls' struggles at adolescence are, fundamentally, a response to loss of power and can best be understood within the relational and sociopolitical contexts of girls' lives. They introduce the notion of hardiness as an alternative to resilience and consider positive relationships with significant adults in girls' lives as potential hardiness zones, that is, spaces of real engagement and opportunities for girls to experience control, commitment, and challenge. Such hardiness zones move the focus from the individual girl to the network of relationships that create girls' social worlds and environments, allowing girls access to skills, relationships, and possibilities that enable them to experience power and meaning. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Cultivating hardiness zones for adolescent girls: A reconceptualization of resilience in relationships with caring adults.. Available from: https://www.researchgate.net/publication/232512634_Cultivating_hardiness_zones_for_adolescent_girls_A_reconceptualization_of_resilience_in_relationships_with_caring_adults [accessed Apr 20, 2015].

Feminist scholars have begun to unpack the ways in which neoliberalism is underpinned by particular gendered affective investments: drives for perfection (Angela McRobbie 2015), confidence (Rosalind Gill and Shani Orgad 2015), and the careful observance of feeling rules mandating a pleasing balance of resilience and approachability (Akane Kanai 2017a). In this context, we are interested in mapping the cultural production of affective dissonances (Clare Hemmings 2012) with neoliberal modes of thriving. We draw attention to post-recessional television made by and about young women that articulate affective dissonances with the confident subjectivities associated with neoliberal cultural mythologies of girlpower. We suggest that within recent, largely US, television some important questioning of such mythologies is taking place through the articulation of young women’s anger, insecurity, anxiety, and misplaced confidence. Such affective dissonances may to some extent serve to problematise myths about both the accessibility and appeal of highly individualist career-oriented lifestyles idealised in cultural mythologies of powerful “can-do” girls (Anita Harris 2004). Our analysis aims at two-fold consideration of: first, how giving voice to young women as “suffering actors” (Harris and Dobson 2015) may open space for dissonant affective positions that connect to feminist aims of social transformation (Hemmings 2012); and second, consideration of the ways in which exclusionary technologies of femininity may also operate through representations of young women’s anger, insecurity, and anxiety. Through this analysis we contribute to understanding dialectical tensions in the psychic and affective life of postfeminism and feminine subjectification in the neoliberal, post-recessional socio-cultural context.

Following a screening of Julia Leigh's Sleeping Beauty (2011) at the Sydney Film Festival in 2011, I was surprised by the antagonism in questioners' responses to the main character Lucy which appeared to reify the ‘girl’ within conventional expectations of feminine behaviour. Lucy is a young university student who, as one of many part-time jobs, is voluntarily drugged so as to sleep naked and peacefully in bed with older men who may do with her as they wish, so long as they do not penetrate her. Identifying Lucy as ‘girl’ highlights both the space of liminality in which she exists and the desire for her to transition through this stage of her life to become a responsible woman. I examine the expectations of girls produced in the media and society and the contradictions they entail, the vulnerability that Lucy's employment as a sleeping beauty represents, and the ways in which the character encourages viewers to rethink what constitutes passivity. I argue that Sleeping Beauty highlights the importance of placing aside such expectations and accepting the challenge of confused and imperfect representations. Indeed, surrendering such expectations enables recognition of the heteronormative constraints that structure society.

There is no shortage of policy, research, or practice recommendations for implementing gender responsive programming. There is, however, substantial variation in the way in which gender responsive has been defined and operationalized in practice. This exploratory study represents an examination of girls’ lived experiences in traditional and gender-responsive juvenile justice programs from an insider’s perspective. Participants’ narratives were overwhelmingly positive about
gender-responsive programming; however, the findings in this study also suggest that it is critical to incorporate important gender-neutral skills into gender-responsive programming to enable girls to succeed economically and interdependently as they attempt to maintain themselves and their families once they are released from custody.

The purpose of this study was to investigate the effects of the Tech­nique and Games approaches on girls' soccer performance and motivation. The Tech­nique approach focuses on technique instruction using drills, whereas the Games ap­proach places emphasis on tactic instruction with modified games. 3 7 girls, 12 to 13 years old, were taught 15 soccer lessons by the Technique approach and 35 girls by the Games approach. At the beginning and at the end of the research soccer matches were videotaped and evaluated by Oslin, Mitchell, and Griffin's Game Performance Assessment Instrument. Girls' motivation was assessed on the Intrinsic Motivation In­ventory. The Games group had significantly better scores after training on tactical be­haviour and intrinsic motivation than the Technique group. There were no significant differences in skill execution between groups trained under the two approaches. Con­sidering the importance of intrinsic motivation for a lifelong, physically active lifestyle, researchers could focus study on the approaches and girls' motivation.

In Forging the Ideal Educated Girl, Shenila Khoja-Moolji traces the figure of the ‘educated girl’ to examine the evolving politics of educational reform and development campaigns in colonial India and Pakistan. She challenges the prevailing common sense associated with calls for women’s and girls’ education and argues that such advocacy is not simply about access to education but, more crucially, concerned with producing ideal Muslim woman-/girl-subjects with specific relationships to the patriarchal family, paid work, Islam, and the nation-state. Thus, discourses on girls’/ women’s education are sites for the construction of not only gender but also class relations, religion, and the nation.

Learning theories emphasize the importance of intrinsic and extrinsic motivators in curricula, and games are a promising way to provide both while constructing the game and presenting or sharing it in public or with a community. New technologies and the emerging mobile gaming sector further the case that learning should be promoted everywhere and anytime. What seems to be a promising opportunity for all pupils to learn coding in an entertaining way raises the question of whether such game based concepts also help to fix the gender gap of women in IT related fields. Gender differences are already present in secondary schools. These are the years where first career choices but also low levels of participation in technical subjects occur. To address this gender bias, a goal of the European project No One Left Behind (NOLB) was to integrate Pocket Code, an app developed by Catrobat, a free open source non-profit project at the University of Technology in Graz/Austria, into different school subjects, thus making coding more accessible and attractive to female pupils. During the period of this project (2015-2017), teachers were supported to guide their pupils in the learning processes by constructing ideas and realizing them through game design. Furthermore, teachers were trained to teach good game design and game production by sticking to an agile game design approach (re-search, design, development, testing, sharing), and the Mechanics, Dynamics, and Aesthetics framework, as well as other techniques, like the use of storyboards, and "ceremonies". This is especially important for girls; according to the literature, they are less likely to play games. For this paper an analysis of submitted programs according to their game design has been performed. In detail, the evaluation considered formal game elements , gaming structures, and used graphics, as well as Pocket Code specific aspects. The program's analysis showed commonly used design patterns by genders and suggests preferred game design characteristics of female teenagers. This analysis helps to build a more creative and inclusive Game Development-Based Learning (GDBL) environment that provides room for self-expression and inspires by building on intrinsic and extrin-sic motivators by constructing personal experiences.

In this article I consider the ethical boundaries of intergenerational activism for the feminist researcher conducting research in pre-existing activist networks. Drawing on a decade of involvement with girl-activists at the United Nations, I revisit key moments that challenged me to rethink the ethical, discursive, and relational conditions of girls' political empowerment. Intergenerational activism creates relational messiness between adults and girls since effectively partnering with girls requires disruptions of generational power with practitioner-scholars learning to make it up as they go along. This article illustrates the complex and contested ways in which girls and adults build activist partnerships in adult-centered and sometimes politically hostile settings. In exploring the environment within which North American girls experience political (dis)empowerment, I question the ethics of empowering girls under current spectacular discursive conditions.

In this chapter, we seek to stimulate new considerations of girls, girlhood and the girling of SDP (Chawansky and Hayhurst, 2015) in order to move research and writing beyond the important mapping exercises and overview essays that dominated the first phase of work within the sport for development and peace (SDP) sector (Brady, 1998, 2005; Brady and Khan, 2002; Saavedra, 2009; Meier, 2005; Kidd and Donnelly, 2007; Chawansky, 2011; Hillyer et al., 2011; Hancock et al., 2013). While these early works were necessary to explore the possibilities for and the presence (or invisibility) of girls and gender within SDP, we offer three suggestions for the next phase of SDP research in an attempt to encourage new considerations. These three suggestions are: the adoption of girls’ studies as a theoretical lens; increased critical analysis of popular representations of girls within international development and SDP; and the utilization of larger conceptual reference points for understanding girls and their experiences. We begin by establishing the larger context of our chapter and then provide brief explanations of the three points listed above. We believe that this chapter will take SDP research beyond discussions of girl power and the Girl Effect and into the important next phase of research on, with, and about girls in SDP.

In 2009, four mathematics subjects were offered at the year 12 level in the Victorian Certificate of Education (VCE). The two subjects at the intermediate level--Mathematical Methods and Mathematical Methods CAS--run in parallel, that is, a student can be enrolled in only one or the other, ...

Bratz dolls, popular among pre-adolescent girls, have been the subject of widespread criticism. Many scholars, activists, educators, and parents have argued that the scantily clad fashion dolls contribute to the sexualization of girls that has been decried by the American Psychological Association, among others. As is often the case in studies of girls’ popular culture, however, these conversations about the problems with Bratz have rarely incorporated the voices of girls in the brand’s target audience. To address this gap, this article analyzes an afternoon of Bratz doll play by a small group of African-American girls, aged between 8 and 10 years. Th is article suggests that although critical concerns about Bratz’ sexualization are warranted, the dolls’ racial diversity may benefi t some girls’ play, enabling them to productively negotiate complex issues of racial identity, racism, and history while paying little attention to the dolls’ sexualized traits.

Este artículo forma parte de la investigación
feminista “La influencia
de los medios de comunicación en
la representación social de la violencia
contra las mujeres y las niñas”,
y tiene el objetivo de compartir una
serie de resultados, análisis y reflexiones
preliminares derivadas del análisis
de contenido de la programación
de los principales canales de televisión
abierta en el país, que apuntan a
la responsabilidad de esta industria en
la erradicación de este problema. ------  This article is part of the feminist research
“The violence against women
and girls in the media agenda: an unsettled
task”. Its objective is to analyze
the results of the analysis of the
Mexican television agenda, that show
the way this media represents and reproduces
this problem. The goal is to
call the responsibility of media in the
eradication of all forms of violence
and discrimination against women
and girls.

Background: Adolescence is an essential period in every human’s life. The lack of knowledge
on puberty issues may adversely impact an adolescent’s future mental health and self-efficacy.
The present study aimed to determine the effect of puberty health education on the general selfefficacy
of female students.
Methods: This was a quasi-experimental study with a pre-test; post-test and a control group
design. This study was conducted on 100 female students of public schools with the onset of
menstruation in 2018 in Ghaemshahr City, Iran. To prevent data contamination, the control
group was selected from another similar public school. The required data were collected by
Sherer General Self-efficacy Questionnaire and analyzed by SPSS using statistics, including
mean, standard deviation, Chi-squared test, Fisher’s Exact test, one-way Analysis of Variance
(ANOVA), and Paired Samples t-test.
Results: The study groups were matched for demographic variables except for the mother’s age
(P=0.01) and father’s education (P=0.001). Self-efficacy was not low in any of the groups before
and after the training. Mean±SD pre-training self-efficacy scores in the intervention (63.68±9.72)
and control (65.3±8.78) groups were not statistically significant (P=0.69). Comparing the
students’ self-efficacy mean Pre-test-Post-test scores revealed a significant difference in the
intervention group (P=0.017); however, there was no significant change in the control group
(P=0.284) in this respect. Comparing between-group mean self-efficacy changes concerning
before and after the intervention values suggested no significant difference (P=0.294).
Conclusion: Puberty health education was effective in promoting the explored female
students’ self-efficacy. Accordingly, it is recommended to include puberty education in
female students’ courses. In addition, community health nurses are suggested to include this
training in their programs.

Minors of both sexs ages 10 to 15 are most at risk of sexual assault Objective: To determine the prevalence of sexual assault by rape among children aged 10 to 15 years and describe their management at the gynecology and obstetrics clinic of the CHU SO .Patients and methods: 134 files of rape victims were collected from September 1, 2010 to March 31, 2017 at the gynecology and obstetrics clinic of the CHU SO Results: Rape of minors aged 10 to 15 accounted for 26.6% of sexual assaults. There were 91% of girls. Most of our patients (54.5%) were raped between 7pm and 6am. Sixty eight (68) patients (40.3%) were referred for consultation between the 2nd day and the 8th day after the rape. Fifty-five point two percent of the victims had never had sexual intercourse before the rape. The perpetrator was known to the victim in 92.5% of cases. The tear of the hymen was old in 79.5% of the victims. HIV serology was positive in 1.6%. The rate of β HCG was positive in a 15-year-old patient. All our patients had psychological care. Conclusion: The rape of minors of both sexes is a reality in our developing society. The taboo of the sex must be raised for the fast denunciation of the rape and of an adequate care.

Excerpt:
Even rural areas of the world with little access to media reflect Western influence, messages that are primarily generated by males. In the Western world, whether or not children have access to broadcast media, messages filter out to them in a mostly negative way. Even when living physically close to an affluent neighborhood, the child’s personal situation of poverty, violence, poor hygiene, and poor physical or mental health changes little if there is not a middle entity to help implement changes, especially when there are no means to do so. Women leaders in globalized government are scarce, which makes advocating for public policy a great challenge to constituents that are action oriented.

Abstract

While infanticide or sex selective abortion in rural areas of the world may seem to have little to do with a famous musician who is a domestic abuser from the first world who avoids criminal punishment while being applauded and glamourized, the message going out to girls is consistent: they are not valued in the same way that boys are. In order to make adequate recommendations for change to increase the benefit of media, one must look to its source, its use, and its locale. Media literacy schemes may be seen as a localized plan for significant change, and can certainly be of use. However, its impact will be felt globally by addressing the issue at its source by engaging girls in the creation of media early as a career goal, resulting in lasting transformation, rather than decrying the end products and lack of effective public policy.
Being familiar with cultural norms is essential to build impactful educational campaigns. Money can be spent by governments or NGOs to increase positive messages, but if it is not possible for the locals to implement the message in their daily lives through the buy-in of local officials and leaders, lasting change is not possible whether it be in the case of Ms. Feng in China (forced late term abortion by family planning officials) or Mr. Brown (known batterer and singer who continues to be rewarded through fame and fortune, suffering little consequence for his crimes) in the United States. Stealthy advertising campaigns and hidden “cookie gathering” of children’s data only further exacerbate the impact of negative messages to girls by gathering information on them about their potential “weaknesses” in the form of desire, and what they search for online (food, beauty, fame) and what they crave to be, or look like in order for corporations to sell to them. And of course, what is sold to them (even in the form of an idea) filters out to their greater society, in the context that they live in.

The aim of this study was to find the mean age at menarche in two different tribal groups namely Kanjarbhat and Lamani. This study was to assess the level of knowledge regarding rituals, taboos, food pattern, social restrictions, health problems and nutrition observed during the menstrual period. The sample for the research comprised of 310 Kanjarbhat girls and 310 Lamani girls in the age groups of 11 to 18 years from Dharwad and Bijapur Districts of Karnataka State. The results reveal that the mean age at menarche among the Kanjarbhat girl’s is13.0516 and Lamani girl’s is 13.129 and total is 13.0903.

Lena Dunham’s series ‘Girls’ is a cultural phenomenon. Dunham herself writes the majority of the show, has directed some of the episodes and plays the main character Hannah Horvath. She has stated that she wants to investigate a neo-liberal and postfeminist world in which young women are coming of age in the era of social networking, readily available medication for depression and financial crisis as well as the significance that: ‘this is the first generation who can expect to do less well than their parents did’ . The show examines, then, the detrimental effects of this climate and, as such, can be read as a critique of postfeminist thinking. Having previously only made two feature length films ‘Creative Non-Fiction’ (2009) and ‘Tiny Furniture’ (2010), Dunham was championed by filmmaker and producer Judd Apatow, famous for controversial films that investigate masculinity in crisis. Much has been made of Dunham’s artistic and middle-class background as well as her link to Apatow, w...

Summary- Th e aim of this study was to analyse the correlation between blood lead (PbB) and hair lead (PbH) in Sardinian children. Th e sample consisted of 330 children (126 boys and 204 girls) from three Sardinian towns with diff erent environmental backgrounds: Portoscuso, Sant’Antioco, and Sestu. Th e boys of Portoscuso have the highest median value of PbB (10.86 μg/dL), followed by the girls of Portoscuso (7.24 μg/dL); they are followed, but with much lower values, by the boys of Sant'Antioco (4.22 μg/dL) and Sestu (4.06 μg/dL), and lastly by the girls of Sant'Antioco (3.50 μg/dL) and Sestu (3.39 μg/dL). Th ere is a similar pattern for the PbH values: the Portoscuso boys have the highest median value (10.00 μg/g), followed by the Portoscuso girls (7.21 μg/g), Sant'Antioco boys (5.44 μg/g), Sant’Antioco girls (4.69 μg/g) and fi nally the Sestu boys (3.79 μg/g) and girls (1.56 μg/g). Th e values of the Bravais-Pearson coeffi cient of correlation between logPbB and l...

This study was carried out to assess challenges faced by women with disabilities. The study is mainly centred on qualitative approach. The study was carried out in Marondera. A total of forty (40) participants was used in the study. It was established that women with disabilities face many empowerment challenges requiring the attention of both the government and the communities in which they live. Some of these challenges are educational, discrimination and limited access to gainful employment. The study made several recommendations including: a course on disability and special needs for teacher training colleges; in-service training programmes for teachers in schools; government commitment to improvement of women with disabilities education; prohibiting discrimination of all spheres of life on the basis of one’s disability status should be prohibited; and many other recommendations.

Objective: In the current world, one of the parent-adolescent communication challenges is overusing the Internet and digital devices. The present study aimed to examine the effectiveness of the parent-child relationship enrichment training package with an emphasis on Internet use in parents and their adolescent daughters.
Methods: This study was conducted using the exploratory sequential mixed methods design. The research population consisted of parents and their female adolescent children studying in the junior secondary school in District 11 of Tehran City, Iran, in 2020. In the qualitative phase of the study, 15 parents were selected using the purposive sampling method, and then semi-structured interviews were held with them. The data collected from the interviews were analyzed using Strauss and Corbin’s (2014) grounded-theory approach to extract related categories and subcategories. Afterward, the parent-child relationship enrichment training package was developed with an emphasis on Internet use. The participants in the intervention group received the training for twelve 1.5 hour sessions. The collected data were analyzed using the multivariate analysis of covariance in SPSS v. 21.
Results: The validation results showed that the parent-child relationship enrichment training package was effective in promoting media literacy (F=310.972; P<0.05), improving the mother-child relationship (F=57.76; P<0.05), improving the father-child relationship (F=1503.863; P<0.05), and reducing the problematic use of the Internet in female adolescents (F=402.084; P<0.05).
Conclusion: The parent-child enrichment education intervention with emphasis on Internet use was designed to fit the context and lifestyle of female adolescents studying in District 11 of Tehran. It can help parents reduce adolescent-parent conflicts and improve the quality of adolescent-parent interaction.

The purpose of the study is to identify the level of stress among adolescents regarding body image and the strategies that they use to cope with it. 282 adolescents in 10th and 11th grade answered three questionnaires: the Adolescent Stress Questionnaire, the Body Image Coping Strategies Inventory and the Body Esteem Scale for Adolescents and Adults. In the order of results, factors generating stress in adolescents are money pressure, uncertain future, school/leisure conflicts, school performance, assuming adult responsibilities, school attendance, romantic relationships, home life, interactions with teachers and peer pressure. Girls are more stressed by home life, peer pressure, an uncertain future, money pressure and adult responsibilities, while boys by school attendance. The most frequently used coping mechanism is positive rational acceptance. The level of stress among adolescents correlates with the level of satisfaction regarding the body image.

Parental involvement is one of great significance in developing psychological as well as academic behavior of the child. The amount of parental interests and encouragement is a crucial factor in the Childs’ progress. The main objectives of the present study is to find out the relationship between parental involvement and academic achievement of SonowalKachari Tribal Adolescent students of Hapjan Educational Block in Tinsukia District, Assam. Descriptive survey method was used in this study. A sample of 90 SonowalKachari Adolescent students studying in class IX and X of Hapjan Educational Block under Tinsukia District of Assam was taken as a sample on the basis of incidental sampling. The Parental Involvement Questionnaire was developed and standardized by the researcher and The Academic achievement scores obtained by the SonowalKachari Tribal Adolescent class IX and X students in their final examinationwere used to colect data. The findings of the study reveals: (i) There is a positive relationship between.