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Journal articles on the topic 'Girls'
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1
Oliver, Kimberly L., Manal Hamzeh, and Nate McCaughtry. "Girly Girls Can Play Games / Las Niñas Pueden Jugar Tambien: Co-Creating a Curriculum of Possibilities with Fifth-Grade Girls." Journal of Teaching in Physical Education 28, no. 1 (January 2009): 90–110. http://dx.doi.org/10.1123/jtpe.28.1.90.
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Drawing on feminist, poststructural, and critical theories, the purpose of this research was to understand 5th-grade girls’ self-identified barriers to physical activity and work with them to find ways of negotiating those barriers in order to increase their physical activity opportunities. We worked with 11 girls in two elementary schools in southwestern United States. Data were collected over the 2005–2006 school year. Data sources included (a) 23 transcribed audio recordings, (b) field notes, (c) planning notes, (d) task sheets, (e) artifacts created by the girls and the principal investigator, and (f) photos the girls took. Our interpretations are presented in two sections. First, the girls explained that being a “girly girl” hindered their activity participation because a “girly girl” does not want to “sweat,” “mess up her hair and nails,” “mess up her nice clothes,” and sometimes wears “flip-flops.” Second, we discuss how we and the girls created a curriculum of possibilities that culminated in developing a book of physical activities that girly girls would enjoy.
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Boschma, Marieke, and Serena Daalmans. "What a Girl Wants, What a Girl Needs: Analyzing Postfeminist Themes in Girls’ Magazines." Media and Communication 9, no. 2 (March 23, 2021): 27–38. http://dx.doi.org/10.17645/mac.v9i2.3757.
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Girls’ magazines play an important role in the maintenance of gender perceptions and the creation of gender by young girls. Due to a recent resurgence within public discussion and mediated content of feminist, postfeminist, and antifeminist repertoires, centered on what femininity entails, young girls are growing up in an environment in which conflicting messages are communicated about their gender. To assess, which shared norms and values related to gender are articulated in girl culture and to what extent these post/anti/feminist repertoires are prevalent in the conceptualization of girlhood, it is important to analyze magazines as vehicles of this culture. The current study analyzes if and how contemporary postfeminist thought is articulated in popular girl’s magazines. To reach this goal, we conducted a thematic analysis of three popular Dutch teenage girls’ magazines (N = 27, from 2018), <em>Fashionchick</em>, <em>Cosmogirl</em>, and <em>Girlz</em>. The results revealed that the magazines incorporate feminist, antifeminist, and as a result, postfeminist discourse in their content. The themes in which these repertoires are articulated are centered around: the body, sex, male–female relationships, female empowerment, and self-reflexivity. The magazines function as a source of gender socialization for teenage girls, where among other gendered messages a large palette of postfeminist themes are part of the magazines’ articulation of what it means to be a girl in contemporary society.
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BATTISTELLA, E. "GIRLY MEN AND GIRLY GIRLS." American Speech 81, no. 1 (March 1, 2006): 100–110. http://dx.doi.org/10.1215/00031283-2006-006.
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Kamau, Mary Wambui, and Simon Nyakwara. "The Influence of Family Leadership on Girl- Child School Dropout." East African Journal of Interdisciplinary Studies 4, no. 1 (November 2, 2021): 15–20. http://dx.doi.org/10.37284/eajis.4.1.454.
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Family leadership is one of the vital aspects that influences and determines both the wellbeing and successful education of a girl-child. Unfortunately, the role of family leadership in ensuring girls' education is oversimplified into getting girls enrolled in school rather than warranting their perseverance in learning and successful completion. As a result, many communities in Tanzania, especially those in rural and marginalized areas are experiencing persistent girl–child school dropouts. It is against this standpoint that we sought to find out how family leadership may influence secondary school girls’ dropouts. We also explored possible measures which should be employed to eliminate girl-child school dropouts. In conducting this study, we employed a mixed research approach and convergent parallel design. We collected data through interviews and questionnaires involving 143 respondents including girl students, teachers, heads of schools, and district educational officers. Our findings from this study indicate that while the government of Tanzania has made remarkable efforts to ensure girls’ continuity and successful completion of secondary education, there are a number of factors hindering girls’ continuity and completion of secondary education. Weak family leadership, the improper raising of the children, less emphasis and interest on the importance of girls’ education, limited cooperation between family leadership were among the reason for continuous girl-child school dropout. Hence, based on our findings and the significance of girl’s education as well as the role which parents should play in ensuring girls achievement of education, we appeal to various educational leaders, to make strategic efforts in raising more awareness among rural and marginalized communities about the importance of educating girls and the role of family leadership in bringing to an end the phenomena of girl-child school dropout which is catastrophic to the long-awaited sustainable development. Moreover, we call upon all parents, to make intentional efforts in mentoring and influencing girls to strive towards achieving formal education
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Shoo, Angelina, and Chrispina Lekule. "The Influence of Family Leadership on Girl- Child School Dropout." East African Journal of Education Studies 4, no. 1 (November 3, 2021): 61–73. http://dx.doi.org/10.37284/eajes.4.1.455.
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Family leadership is one of the vital aspects that influences and determines both the wellbeing and successful education of a girl-child. Unfortunately, the role of family leadership in ensuring girls' education is oversimplified into getting girls enrolled in school rather than warranting their perseverance in learning and successful completion. As a result, many communities in Tanzania, especially those in rural and marginalized areas are experiencing persistent girl–child school dropouts. It is against this standpoint that we sought to find out how family leadership may influence secondary school girls’ dropouts. We also explored possible measures which should be employed to eliminate girl-child school dropouts. In conducting this study, we employed a mixed research approach and convergent parallel design. We collected data through interviews and questionnaires involving 143 respondents including girl students, teachers, heads of schools, and district educational officers. Our findings from this study indicate that while the government of Tanzania has made remarkable efforts to ensure girls’ continuity and successful completion of secondary education, there are a number of factors hindering girls’ continuity and completion of secondary education. Weak family leadership, the improper raising of the children, less emphasis and interest on the importance of girls’ education, limited cooperation between family leadership were among the reason for continuous girl-child school dropout. Hence, based on our findings and the significance of girl’s education as well as the role which parents should play in ensuring girls achievement of education, we appeal to various educational leaders, to make strategic efforts in raising more awareness among rural and marginalized communities about the importance of educating girls and the role of family leadership in bringing to an end the phenomena of girl-child school dropout which is catastrophic to the long-awaited sustainable development. Moreover, we call upon all parents, to make intentional efforts in mentoring and influencing girls to strive towards achieving formal education.
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Drife, James. "Girls, girls, girls!" Obstetrician & Gynaecologist 15, no. 3 (July 2013): 214. http://dx.doi.org/10.1111/tog.12035.
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Busche, Mart. "A girl is no girl is a girl_: Girls-work after queer theory1." Pedagogy, Culture & Society 21, no. 1 (March 2013): 43–56. http://dx.doi.org/10.1080/14681366.2012.748677.
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Chakor, Ganesh, Rupali Deshpande, and Dharmraj Morane. "Overview of Menarche, Menstruation and Menstrual Hygiene." Innovational Journal of Nursing and Healthcare 08, no. 03 (2022): 18–21. http://dx.doi.org/10.31690/ijnh.2022.v08i03.001.
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Each child undergoes many changes when the growth and development take place over a period of time. These development changes are common among both girls and boys; one of such physiological changes among girl is attaining menarche. It makes beginning of a multiple of physical, physiological, and psychological changes in the lives of the adolescent girls. In general, menarche indicates the girl’s maturity and the readiness for marriage and sexual activity. Puberty is a period of rapid physical and personality growth. A girl has entered puberty when she begins to menstruate (Menarche). Puberty for girls is the period for her sexual maturity. There is very little awareness about menstruation among girls when they first experience it. Social prohibitions and negative attitude of elders in discussing the related issues openly have blocked the access of adolescent girls to the right kind of information especially in rural, urban, and tribal community. In first period, more importance must be given to starting of menstruation in women life. To highlight the menstrual hygiene awareness among girls, May 28, is observed as menstrual hygiene day, which aims to break taboos and raise awareness about the importance of good menstrual hygiene management for women and adolescent girls worldwide. Thus, menstrual hygiene practices are greatly emphasized among school girls to promote the reproductive health, which also improves the girl’s self-image and promote their attitude toward good reproductive health. It also avoids the embarrassment of staining their cloth and promote their self-respect among their friends. Good menstrual hygiene enhances their confidence and promote the regular school attendance and prevent environmental pollution. In this review, we will discuss about menarche, menstruation, menstrual hygiene, and knowledge, attitude, and practice about menstruation.
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Seff, Ilana, Anaise Williams, Farah Hussain, Debbie Landis, Catherine Poulton, Kathryn Falb, and Lindsay Stark. "Forced Sex and Early Marriage: Understanding the Linkages and Norms in a Humanitarian Setting." Violence Against Women 26, no. 8 (May 8, 2019): 787–802. http://dx.doi.org/10.1177/1077801219845523.
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This mixed-methods study uses baseline data from a program evaluation in the Democratic Republic of Congo to examine two outcomes of interest: self-reported exposure to forced sex and belief that a girl’s community would force her to marry her hypothetical rapist, for married and unmarried 13- to 14-year-old girls ( n = 377). Married girls are more likely to report both outcomes. Qualitative in-depth interviews with girl participants ( n = 30) and their caregivers ( n = 31) were analyzed for themes related to forced sex and marriage, revealing the normalcy of girls marrying perpetrators and suggesting that some married girls in this setting may have been forced to marry their rapist.
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Ampofo, Justice Agyei, and Michael Tetteh Pac. "THE IMPACT OF GHANA SCHOOL FEEDING PROGRAMME ON GIRLS’ ENROLMENT AND ATTENDANCE IN ST. CECILIA PRIMARY ‘A’ SCHOOL, SOMBO IN WA MUNICIPALITY." International Journal of Applied Research in Social Sciences 2, no. 4 (October 23, 2020): 79–96. http://dx.doi.org/10.51594/ijarss.v2i4.166.
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This study seeks to assess the impact of Ghana’sSchool Feeding Programme on girls’ enrolment and attendance in St. Cecilia Primary ‘A’, Sombo in the Wa Municipality. Using a mixed design strategy, primary data were obtained from the Chairperson of Ghana School Feeding Programme Implementation Committee, Head Teacher and Teachers in St. Cecilia Primary ‘A’, Sombo, Girl Students and Parents of school girls in St. Cecilia Primary ‘A’, Sombo in the Wa Municipality. The result indicated that the programme has influence girls’ enrolment and attendance in St. Cecilia Primary ‘A’, Sombo. The Ghana School Feeding Programme was implemented in 2012 in the school. Besides, the meal provided for the girl students cuts down household expenditure on education for girls. The programme also reduces the incidence of sexual activities among girls. This occurs through its effects of reducing short term hunger that pushes girls into sexual activities to get money and buy food during school hours. Moreover, the programme motivated parents to enroll and keep their girls in the school by generating direct or indirect livelihood sources for them. By empowering parents and providing meals for girls during school socio-economic challenges such as poverty and sexual harassment which affects girls’ enrolment in the school hasbeen minimized. The study recommends that the management of the programme should give special attention togirls in the school. Strong collaboration among key stakeholders is also recommended to support the school feeding programme. Keywords:Ghana School FeedingProgramme, Girl’s Enrolment, Girls Attendance, St. Cecilia Primary ‘A’, Sombo, Wa Municipality.
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Chhachhar, Abdul Razaque, and Aiman Khursheed. "Effects of Cyber Bullying on Girls of Sindh University." Progressive Research Journal of Arts & Humanities (PRJAH) 1, no. 01 (March 3, 2021): 41–53. http://dx.doi.org/10.51872/prjah.vol1.iss01.14.
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The purpose of this study was to examine the effects of cyber bullying on girls of University of Sindh, Jamshoro. There are many victims who were facing many problems due to extra and frequent use of Internet. Mostly girls have been targeted in the field of social media. The study focused only the girl students of university of Sindh, Jamshoro. Study showed that how cybercrimes effects on a girl’s students life, for this selection of respondents was very important, researcher conduct survey with 100 girl students from faculty of social sciences, University of Sindh, Jamshoro. The researcher after analyzing data found out that the girl students always use social media for communication purpose, and also interested in educating themselves by using of social media applications regarding harassment and bullying. The study has concluded that majority of the girl students believe that social media has created problems in their daily life. Further, study found that majority of the girls was to spread awareness regarding the issue of bullying.
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Cooper, B. Lee. "She’s My Girl! He’s My Boy!; Girls Girls Girls: A Recollection of Dream Dates, 1955–1965." Popular Music and Society 39, no. 2 (January 26, 2016): 276–78. http://dx.doi.org/10.1080/03007766.2015.1131925.
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Nyagah, S. N., and S. W. Luketero. "Transition Rate Of Girls From Lower Primary To Upper Primary, Kajiado County." European Scientific Journal, ESJ 12, no. 7 (March 30, 2016): 418. http://dx.doi.org/10.19044/esj.2016.v12n7p418.
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This study is on factors that influence the girls’ transition rate from lower primary to upper primary in public primary schools of Kajiado County, Kenya. Four study questions guided the study. Literature review focused on international calls on girl’s education among the pastoral communities and the girl’s education in Kenya and Africa at large. The study focused on the factors that influence girls’ education which include the socio-cultural factors, socio-economic factors, school based factors and early teenage pregnancies which include the flight of the girls due to the effects of HIV/AIDS and FGM. The study used the descriptive survey design. The target population for the study was 524 comprising of 14 head teachers and 510 class six girls from all the fourteen public primary schools in Kajiado County. The sample for the study was 14 head teachers, and 16% of the girls (82) in class six from the selected schools. Based on the findings the following conclusions were made: Early marriage was found to be the main cause of girls not graduating to the next higher level of education in public primary schools. Female genital mutilation (FGM) was the second contributing factor to low transition rate of girls. Results on physical facilities had mixed reactions. Majority of the girls (72.5%) belief that lack of physical facilities had no influence on them being or not being in school. This meant that whether the physical facilities are available or not the girls will still continue with their education. Early pregnancies represented by 88.4% most likely to lead to girls leaving school before completing the entire primary cycle. Only 8.7% of the respondents indicated that early pregnancy had no influence on girls being or not being in school. It was found that there was high percentage of girls out of school due to lack of female teachers in their school to act as role models. The study also established that most of the girls from poor households go through FGM as compared to those from rich households, in which case FGM will lead to early pregnancies hence the girl leaving school.
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Byler, Lauren. "Girl." Victorian Literature and Culture 51, no. 3 (2023): 415–18. http://dx.doi.org/10.1017/s1060150323000013.
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This essay surveys the variant meanings and uses of the term “girl” caused by gender, age, class, race, and etymological differences. It argues that the extremes of idealization and contempt expressed toward girls and through the figure of the girl accentuate the girl's use as a fulcrum for assigning value in Victorian literature and culture.
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Tukun, Avonti Basak. "Assessing Inadequate Dietary Diversity among Bangladeshi Adolescent Girls using COM-B Model: A Review." Bangladesh Journal of Nutrition 33, no. 1 (December 30, 2020): 29–43. http://dx.doi.org/10.3329/bjnut.v33i1.69980.
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Inadequate dietary diversity of adolescent girls has long been a problem in Bangladesh which contributed to the high prevalence of undernourishment among adolescent girls. Regardless of the socio-economic condition, the majority of the adolescent girls’ diet belongs to least diverse groups compared to other members of the households. Moreover, there is a lack of evidence on the determinants of this inadequate diversity. This review aims to identify these determinants using COM-B (capability, opportunity, motivation, and behavior) model. Eight databases and other sources were searched, and after removing irrelevant literature, 18 articles and reports were included to identify and categorize determinants in three components (capability, opportunity, and motivation) of COM-B model. The evidence revealed that the most important determinants of adolescent girls’ inadequate dietary diversity are: food insecurity and market availability of varieties of foods (determine the physical opportunity and capacity of girl and their households);lack of knowledge and awareness (the main driver of psychological capacity and motivations to have diverse diet); and pro-male socio-cultural and gender norms (limit girl’s social opportunity and reflectively motivate household members to curb girl’s accessibility to varieties of nutritious foods).Most of the determinants interact with each other to make complex nexus, making it difficult even for adolescent girls from wealthy and educated households to meet their nutritional demands by availing varieties of foods. Especially, socio-cultural and gender norms interfere with each determinant, making the adolescent girl’s more vulnerable to inadequacy. Comprehensive multi-component programs and interventions are imperative, which not only remove the external factors related to the physical opportunity of having diverse foods but also abolish the attitude-behaviour gap by creating the conducive socio-cultural environment or adolescent girls. Bangladesh J. Nutr. Vol. 33, December 2020, P: 29-43
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Sanabria, Alyssa Marie. "Shot but not Silenced: I am Malala." Journal of Ethnic and Cultural Studies 8, no. 2 (May 10, 2021): 362. http://dx.doi.org/10.29333/ejecs/786.
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I am Malala: A Girl who Stood Up for Education and was Shot by the Taliban is a compelling autobiography about a 14-year-old girl's campaign for girls' right to education within an oppressive society. The entire book is written from Malala's perspective, each chapter allows the reader to become immersed within the text and invested within human rights oppression. Malala's story seeks to bring awareness to the injustices within education for young girls and women as well as emphasize the power of education. Malala challenges the reader to dig deeper into the oppressiveness and truly examine the value of education.
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Banati, Prerna, Lauren Rumble, Nicola Jones, and Sarah Hendriks. "Agency and Empowerment for Adolescent Girls: An Intentional Approach to Policy and Programming." Journal of Youth Development 16, no. 2-3 (July 14, 2021): 239–54. http://dx.doi.org/10.5195/jyd.2021.1071.
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As national governments roll out COVID response plans, an opportunity arises to re-cast adolescent girls’ programs to centrally anchor them on girls’ voices, leadership, ambitions, and assets in development policies and programs. Drawing together the evidence on what we know works for adolescent girls, as well as the growing literature on positive strengths-based programming which are gradually and increasingly being applied, this commentary calls for a girl-intentional approach to policy and programming. A girl-intentional approach is described through 3 case studies, which illustrate the additionality of new or improved adolescent knowledge, skills, and competencies; improved opportunities for adolescent engagement, voice, and agency; improved community safety and support; stronger, healthier relationships; and stronger and healthier norms, attitudes, values, and goals. The case studies describe program hooks that facilitate operationalization, point to measurable outcomes, and identify opportunities for scale, including the re-opening of schools. Overall, inter-sectoral solutions that address the myriad of issues affecting an adolescent girl’s life and tackle pervasive gender inequities require greater emphasis by development actors and national governments.
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Maper, Shadrach. "Analysing Barriers to Girls’ Education Outcomes in South Sudan." Texila International Journal of Management 10, no. 1 (February 29, 2024): 1–7. http://dx.doi.org/10.21522/tijmg.2015.10.01.art001.
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The study was conducted to analyzed barriers to girl education South Sudan programme. With literacy rate for the country at 47%, female literacy is worse within the region with 42% of the overall enrolment were girls which was lower by 16% to that of boys. The outcome of the results might be used to scale up cash transfers and other initiatives for girls as keys barriers are identified and analyzed for girls’ education outcomes. The study has used pareto analysis, tables and graphs to demonstrate the effects of those barriers to girl’s education outcome. The findings indicated that: For instance, girls are more likely to dropout due to pregnancy at 7%, and early marriage at 9% than boys who are more likely to dropout due to recruitment into military and insecurity on the road to school. The research found that girls are more likely to drop out of school (7.4%) as they go to higher level of education compared to male counter dropout rate. 85% of girls are likely to miss school due to long distance from school and fees related issues. While 79% are more likely to drop out of schools due to displacement, 70% are likely to miss due to personal and cultural issues at home, 59z% due to marriage and pregnancy having score 40%. Therefore, partners and the national ministry of general education and instructions should prioritize those factors in their strategy to improve girls’ education outcomes.
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Miya-Jervis, Lisa, Dawn H. Currie, and Sara Shandler. "Girls Will Be Girls." Women's Review of Books 17, no. 2 (November 1999): 10. http://dx.doi.org/10.2307/4023342.
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Veysey, Bonita M., and Zachary Hamilton. "Girls Will Be Girls." Journal of Contemporary Criminal Justice 23, no. 4 (November 2007): 341–62. http://dx.doi.org/10.1177/1043986207309435.
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Dennis, Jeffery P. "Girls Will Be Girls." Feminist Criminology 7, no. 3 (March 20, 2012): 220–33. http://dx.doi.org/10.1177/1557085111435537.
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Lehmann, Caitlyn. "Libertine Intrigues: Opera Girls in Eighteenth-Century British Discourse." Dance Research 37, no. 2 (November 2019): 239–56. http://dx.doi.org/10.3366/drs.2019.0275.
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Throughout the eighteenth century, scandalous literature perpetuated a strongly male-gendered image of dance spectatorship through its preoccupation with the moral and sexual status of female ballet dancers. The frequency with which authors of scandal sheets, novels, satire and political criticism alluded to liaisons involving elite men and dancers was, in part, a reflection of the period's broader fascination with the status of women on the stage. However, this active preoccupation with the sexuality of dancers was also allied to an interrogation of aristocratic and moral codes in Britain and France, and was used to instantiate a performative ideal of elite masculinity. This article focuses on the recurring figure of the opera girl, whose pursuit by aristocratic libertines aroused the contempt, curiosity and envy of readers. Incorporating a critique of extant dance criticism, the article explores the interpretative dilemmas that the opera girl's sensational sexuality has traditionally posed for dance scholarship on account of the tendency for the opera girl's attributes to be mapped onto representations of real-life dancers. Sampling sources as diverse as fashionable periodicals, works of history, sentimental novels and prostitute narratives, this article introduces the singular typology and rhetorical functions of the opera girl that distinguish her as a literary type. In the process, a more nuanced reading of opera girls is offered, one that stresses how opera girls refract the debates and anxieties of the period.
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Guthrie, Kate H. "Exploring Kerr and McKay’s Beehive of Smart Girls: Understanding the Challenges Facing Gifted Adolescent Females." Gifted Child Today 43, no. 2 (March 18, 2020): 108–15. http://dx.doi.org/10.1177/1076217519898232.
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For gifted girls, the journey toward self-actualization can be particularly challenging during adolescence. To better support gifted adolescent girls, this article explores a contemporary framework for understanding smart girls of the 21st century: Kerr and McKay’s beehive of smart girls. Kerr and McKay’s typology highlights how different combinations of characteristics ultimately create rich variations of gifts and talents—instead of assuming all smart girls have the same characteristics, experiences, and visions. Building on their framework, this article (a) offers additional insights into how each type of smart girl may experience gifted adolescence, (b) suggests potential barriers to self-actualization each type of smart girl may face, and (c) invites voices of educators from middle and high school classrooms to share their own reflections and insights of how they have come to know each type of smart girl.
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Bettie, Julie, and Valerie Walkerdine. "Daddy's Girl: Young Girls and Popular Culture." Contemporary Sociology 27, no. 4 (July 1998): 386. http://dx.doi.org/10.2307/2655497.
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Croll, Elisabeth J. "From the girl child to girls' rights." Third World Quarterly 27, no. 7 (October 2006): 1285–97. http://dx.doi.org/10.1080/01436590600933669.
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Mankar, Kishor, Nandkishor Shinde, Mohammed Moinuddin, and Ashfaq Ahmed. "Study of contents of inguinal hernia in girls." International Surgery Journal 6, no. 4 (March 26, 2019): 1301. http://dx.doi.org/10.18203/2349-2902.isj20191266.
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Background: Inguinal hernia in females is relatively uncommon as compared to males. In female patients, the hernial sac contains one ovary in approximately 15–20% of cases, and some also contain a fallopian tube. This study was done to know the contents in inguinal hernia in girls.Methods: A prospective study on eight girls with inguinal hernia presenting between January 2016 to December 2018, presented with swelling in inguinal region. Physical examination in all girls was done followed by ultrasonogram to know the content of inguinal hernia. All patients underwent surgical exploration.Results: Among 8 girls with inguinal hernia, 2 (25%) girls had bilateral inguinal hernia, 4(50%) girls had right and 2 (25%) girls had left sided inguinal hernia. Ultrasonogram showed 2 girls with bilateral inguinal hernia had intestines as content on both sides. 3 girls had intestines, one (10%) girl had omentum and 2 (20%) girls had ovary as content of hernia sac. On surgical exploration one girl had omentum, one had ovary, two had intestine as hernial sac content. Two girls with irreducible hernia had omentum and ovary respectively as hernial content. In all girls after reduction of content, herniotomy was done.Conclusions: Surgical repair should be done at diagnosis in all girls presenting with inguinal hernia in view of high incidence of incarceration of ovary and tubes. Sac must be opened and its contents examined before it is tied off and excised.
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Gorzelany-Mostak, Dana. "Hearing girls, girls, girls on the 2016 campaign trail." Journal of Popular Music Studies 29, no. 3 (September 2017): e12235. http://dx.doi.org/10.1111/jpms.12235.
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Schneeweis, Nicole, and Martina Zweimüller. "Girls, girls, girls: Gender composition and female school choice." Economics of Education Review 31, no. 4 (August 2012): 482–500. http://dx.doi.org/10.1016/j.econedurev.2011.11.002.
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Crooks, Hayley R. "An Intersectional Feminist Review of the Literature on Gendered Cyberbullying: Digital Girls." Jeunesse: Young People, Texts, Cultures 8, no. 2 (December 2016): 62–88. http://dx.doi.org/10.3138/jeunesse.8.2.62.
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Harmful tropes such as the “mean girl” and the “good girl” continue to inform both public dialogue and dominant scholarship around girls and bullying. This article reviews the existing interdisciplinary literature on cyberbullying from an intersectional feminist perspective. The author argues that there are currently two major gaps in dominant developmental psychology, education literature, and mass media discourses on girls and bullying from 2000 to the present: they often neglect the voices of girls themselves and lack intersectional frameworks. Drawing on a multi-year study of gendered cyberviolence and significant literature in girls’ digital culture that takes the voices of girls seriously, the author argues that alternative research methods will help us better understand the complex social phenomenon that is cyberbullying.
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Omotoso, Sharon Adetutu, and Ejemen Ogbebor. "As Knowers and Narrators." Girlhood Studies 16, no. 1 (March 1, 2023): 1–19. http://dx.doi.org/10.3167/ghs.2023.160103.
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Abstract Expanded feminist narratives on the girl child have paid little attention to how young girls have become agents of their own change and sharers of their own knowledge. In this study, we spotlight girls’ agency reinforced by institutions that transform them from recipient to agents of change and resilience. In this qualitative study, we deploy critical analysis and reflective argumentation to underscore how Women's Research and Documentation Center (WORDOC) of the Institute of African Studies University of Ibadan provided Do-It-Yourself (DIY) tactics to girls aged 10 to 18 between 2018 and 2019 at its annual WORDOC Girls’ Summit. We explore a version of African girlhood aimed at presenting institutional impacts that offer platforms for girls’ self-empowerment and girl-agency in Nigeria.
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DUTTA, SIKHA. "A Comparative Study of women empowerment awareness level of Adolescent Girls in rural and urban H.S. Schools of Assam." International Journal of Innovation Education and Research 7, no. 5 (May 31, 2019): 370–73. http://dx.doi.org/10.31686/ijier.vol7.iss5.1527.
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The present study is undertake to find out the secondary level urban and rural adolescent girls awareness level on women empowerment. The sample of the study consist of 195 nos of both urban and rural area higher secondary (10+2) level adolescent girl student of kamrup district of Assam. the main objective of the study is to compare the awareness level of the urban and rural located adolescent girl students. The findings of the study reveals that rural adolescent girls are less empowered than urban adolescent girls and there is a significant difference between rural and urban adolescent girls' awareness level.
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Arafat, Afia, Noor Azizah Ahmad, and Sharifah Fazliyaton Shaik Ismail. "Socio-Cultural Gender Norms and Economic Barriers in The Context of Rural High School Girls’ Dropout in Bangladesh: A Qualitative Study." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 8 (August 10, 2021): 436–47. http://dx.doi.org/10.47405/mjssh.v6i8.962.
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While attending high schools, in Bangladesh, rural school girls face the pressure of socio-cultural gender norms and the barriers of economic deprivation. This paper aims to analyze the multifaceted connection between gender norms and economic deprivation of families in rural Bangladesh; and how the dynamics of the connection affect high school girls’ opportunities of further education. The paper identifies the major factors that lead girls to drop out of school. In-depth qualitative interview sessions were conducted with 5 rural high school dropout girls. The analysis incorporates both thematic and narrative analyses. The study finds that gender norms, socioeconomic realities, deprivation and poverty work as barriers; and affect girl’s future education by restricting girl’s opportunities and social mobility with the support of discriminatory gender norms and practices. Parents compromise on girls’ education by giving gender norms a priority. Instead of encouraging girls’ future education parents tend to ensure their daughter’s future in an early marriage. Among the financially challenged families, girls’ domestic duties are prioritized over their aspiration of getting education. Most parents are concerned about the sexual security/chastity of their girls, which also force girls to drop out of high schools. Few parents/guardians who encourage and support girls’ education usually take the initiative to bring changes by resisting social norms that obstruct and limit girls’ opportunities. The paper concludes that in the context of persistent socio-cultural gender norms, resistance against regressive gender ideologies and social norms are needed to bring positive changes in gender socialization.
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Hasan, M. N. "Factors Associated with Attrition of Girls Students from School in Bangladesh." Journal of Scientific Research 12, no. 1 (January 1, 2020): 29–38. http://dx.doi.org/10.3329/jsr.v12i1.41579.
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Many girls who enrolled in a school but didn’t complete elementary or secondary education, have become a serious problem in the last few decades in Bangladesh. Several studies have been conducted to identify the determinants of school dropout by constructing bivariate and multiple logistic regression (MLR) model. Bangladesh multiple indicator cluster surveys (MICS) 2012 data were selected in this investigation. This study was based on girls aged between 15 and 17 years since all these girls should have been in school or have completed primary education. The backward stepwise method was used for model selection and fitting to the dataset. From 4800 girls, 29.1% were out of school and 70.9% were attending school. Backward stepwise method confirmed that girl’s marital status, area, division, wealth index, religion, mothers and father’s aliveness and household education were the major reasons of girl’s dropout and these covariates are only considered in the analysis. The MLR analysis showed that married girls were significantly (OR 11.06; 95% CI 9.05–13.56) more likely to attrition compared to unmarried girls. School-based programs aimed at preventing child marriage should target girls from the fifth grade because of their escalated risk, and they need to prioritize girls from disadvantaged groups.
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Kearney, Mary Celeste. "Coalescing: The Development of Girls' Studies." NWSA Journal 21, no. 1 (March 2009): 1–28. http://dx.doi.org/10.1353/ff.2009.a263654.
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This essay analyzes the development of Girls' Studies as a field of critical inquiry. Although scholars from across the academy and around the world currently conduct girl-centered research, considerable barriers prevented the coalescence of Girls' Studies until the late twentieth century. The first section of the essay explores the marginalization of girls in youth research and feminist scholarship prior to the 1990s, two fields where one would expect girls, girlhood, and girls' culture to be of interest. The second section focuses on transformations within and outside the academy that led to the rapid growth of girl-centered research in recent years. The third section provides a map of Girls' Studies scholarship to date, including a survey of topics explored in specific disciplines and those that deserve more attention, as well as an analysis of broader trends in such research across the academy over the past fifteen years.
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Meza, Brianna, and Risto Marttinen. "The GIRL Curriculum: Co-Constructing Learning About Body Image Through Empowering After-School Programming." Journal of Youth Development 14, no. 4 (December 16, 2019): 216–31. http://dx.doi.org/10.5195/jyd.2019.771.
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From a young age, girls experience many influences that may negatively impact how they view their bodies. Many girls are subject to teasing by peers and feel pressure to conform to gender norms. Moreover, the media perpetuates an unattainable and unrealistic image of women, referred to as the ideal female body. Since peers and the media are prominent influences, researchers have implemented curricula as interventions to help girls navigate perceptions of their bodies in a healthy way. Building on prior research, the GIRL curriculum was developed as a semi-structured, co-created curriculum that aimed at engaging girls in critical analysis of media’s representation of female bodies in society. Furthermore, the GIRL curriculum aimed to help girls identify and navigate their possible perceived barriers to physical activity. This curriculum was developed as a response to a lack of resources available for teachers, after-school personnel, and others who work with young girls to engage with the girls about issues of the body in a physically active setting. This program article focuses on the development and implementation of the GIRL curriculum and provides insight, through qualitative analyses, into how a curriculum could help young girls improve their understanding and perception of their bodies and feel empowered. A copy of the co-created curriculum is presented. The researchers urge future practitioners to co-create the curriculum with their participants in order to create opportunities that would allow young girls to view their bodies in a more positive light and feel empowered through a variety of activities.
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K., Sree Karuna Murthy, Mounika S., Hanumanth N., and Bhaskari Kolli. "Knowledge and practice of menstrual hygiene among tribal adolescent girls in Visakhapatnam district, Andhra Pradesh." International Journal Of Community Medicine And Public Health 9, no. 8 (July 27, 2022): 3269. http://dx.doi.org/10.18203/2394-6040.ijcmph20222035.
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Background: Menarche is an important biological milestone in a woman’s life as it marks the onset of the reproductive phase of her life. The average age at menarche is mostly consistent across the populations, that is, between 12 and 13 years of age. Unfortunately, due to lack of knowledge on menstruation preparedness and management or due to shyness and embarrassment the situation becomes worse for girl. Menstruation is a natural process but it is still a taboo in Indian society as it is considered unclean and dirty.Methods: A cross-sectional study was conducted among 250 tribal adolescents in Visakhapatnam district, A. P.Results: 90% of adolescent girls know that menstruation is a normal process. Only 63.2% of adolescent girls know the correct duration of menstrual cycle. 95.6% of adolescent girls use sanitary pads. 97.2% of adolescent girl’s clean external genitalia before changing pad. 84% of adolescent girls can be able to change pad in school whenever necessary.Conclusions: The practices of menstrual hygiene were good except regarding disposal of menstrual materials but need improvement regarding knowledge about menstrual hygiene. It is very important that the mother to be armed with the correct and appropriate information on reproductive health, so that she can pass this knowledge to her next generation.
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Parramore, Keith, and Joan Stephens. "Two girls – the value of information." Mathematical Gazette 98, no. 542 (July 2014): 243–49. http://dx.doi.org/10.1017/s0025557200001273.
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We came across the ‘two girls’ version of the children's gender problem nearly 35 years ago. How we came to it we cannot remember, but Martin Gardner had published a variant of it in the Scientific American in 1959. It re-emerged for us in the summer of 2010, following the publication of an article in Science News [1]. Subsequently Keith Devlin wrote about how this re-emergence impacted on him, and noting that ‘Probability Can Bite“ [2]. The mathematics herein reflects and extends that in Devlin's article.In case the reader has not encountered the problem before, we first pose four problems.1. A family has two children. One of them is a girl. What is the probability that they are both girls?2. A family has two children. The younger is a girl. What is the probability that they are both girls?3. A family has two children. One of them is a girl, and she was born on a Tuesday. What is the probability that they are both girls?4. A family has two children. One of them is a girl, and she has green hair. What is the probability that they are both girls?
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Folarin, Bamidele Adepeju. "Comparison of Personal Space as a Function of Grade and Sex of Interacting Pairs of Children." Perceptual and Motor Skills 68, no. 3 (June 1989): 873–74. http://dx.doi.org/10.2466/pms.1989.68.3.873.
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Using Nigerian children in Grades 2 and 6 as subjects, separately 4 boys and 4 girls approached 8 boys on two occasions. This was repeated with 8 girls being approached, resulting in personal space measures for 8 pairs of boys, 8 girl-boy pairs, 8 pairs of girls and 8 boy-girl pairs, for each grade. Significantly greater personal space characterized children in Grade 2 and all children when pairs were of the opposite sex.
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Fernandes, Muriel. "Child Marriage in India: A Sociological Review." Integrated Journal for Research in Arts and Humanities 3, no. 5 (September 25, 2023): 171–76. http://dx.doi.org/10.55544/ijrah.3.5.15.
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This article explores child marriage in India as a cultural tradition that exists in modern society. Both boys and girls are affected by child marriage, which takes away their childhood. Relationships involving a child under the age of eighteen occur worldwide, although, for the most part, they are found in South Asia, Africa, and Latin America. Early relationships not only force young girls to accept their domestic and intimate jobs during adolescence but also set them up where they cannot make decisions about their sexual and regenerative well-being. Child marriage is a human violation of fundamental freedom, directly affecting girls’ schooling, well-being, and mental prosperity and severely affects their future generations’ soundness. This practice, driven by deprivation, is encouraged to guarantee the girl child’s monetary fortunes and support social ties. One way to reduce the consequences of child marriage and health is to allow girls to attend school. Because of subjugation, the girl’s job inside and outside the family still appears to be an essential justification for continuing the practice of teenage marriage. The process of socialisation of youth within the family usually addresses single-direction correspondence. Due to a human-controlled society, even mothers support fathers and older people in implementing the philosophy of early marriage for girls. Given such an eclectic social design, girls/children find it difficult to hand over insights into current respects and practices learned in schools to their unskilled parents. This paper aims to study the status of girls/women, which goes back in history and traces it to child marriage in present. Secondly, to look at the laws and policies and their methods of eradicating them. Thirdly, to examine the problems faced by children due to child marriage.
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Kućma, Natalia. "SHŌJO. GIRLS, CULTURE AND COMICS." Kultura Popularna 60, no. 2 (January 31, 2020): 126–35. http://dx.doi.org/10.5604/01.3001.0013.7339.
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This article analyzes shōjo culture and shōjo girls as a participants and creators of this culture. The first part of the article presents the history of girls' schools from the beginning of the 20th century and the ideal of a good wife and wise mother (ryōsai kenbo). The second part focuses on the issue of the "privileged body" of shōjo (girl), which is on the edge between the body of a child and a woman, a boy and a girl. Shōjo manga, as comics addressed to girls, have evolved since the 70s, when women began to create them. At the end I examine aesthetic traits and „the aesthetics of sameness” as tools to create emotional involvement of readers. Shōjo culture is the Japanese version of girl power.
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Curtis, Sabrina. "Black Girl Politics." Journal of African American Women and Girls in Education 3, no. 2 (March 12, 2024): 119–38. http://dx.doi.org/10.21423/jaawge-v3i1a155.
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Despite the informed, culturally attuned, active, and robust nature in which Black girls enter into dialectical exchange with one another, their peers, and other adults in schools and communities, Black girls’ critical and political literacies are often minimalized and undervalued. In this paper, I discuss my engagement with two Black girls who participated in Black Girl Politics, a literacy collaborative and curricular intervention designed to explore Black girls’ theorizing about social and political ideas and social change. I outline the girls’ engagement with a multimodal policy project in which they reimagine how to better resource schools in ways that expand access to time and space for implementing activities that promote Black girl joy and wellbeing. This paper highlights how educational opportunities and curricular interventions for nurturing Black girls’ political consciousness can prepare them to be informed, active members of society, and empower them to challenge social practices compromising their sense of freedom and belonging.
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Leitz, Lisa. "Girl fights: exploring females’ resistance to educational structures." International Journal of Sociology and Social Policy 23, no. 11 (November 1, 2003): 15–46. http://dx.doi.org/10.1108/01443330310790345.
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This article looks at girls who fight in order to evaluate theories of education for marginalized girls. As oppositional culture and educational resistance theories suggest for boys’ misconduct in school, girl fights are found to be a product of deindustrialization, family expectations, and peer culture. Within peer groups of marginalized students an oppositional culture develops such that girls gain respect from their peers by fighting because they demonstrate a necessary toughness. Girls who fight have a complicated relationship to education. Contrary to oppositional culture theory, these girls value educational achievement. However, the girls’ relationships with teachers are strained. Teachers do not appreciate “tough” girls. Race, class, and gender together construct a student culture that produces girls who fight in school.
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Shahi, Suresh Jang. "Explosive Legs Power between Tharu and Non-Tharu Madheshi Girls in the Madhesh Pradesh of Nepal: A Comparative Analysis." Interdisciplinary Research in Education 7, no. 1 (September 5, 2022): 95–102. http://dx.doi.org/10.3126/ire.v7i1.47502.
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The paper deals with the objective, which was to compare and analyze the explosive legs power among the girl students of Tharu ethnic and non-Tharu Madheshi girl students in the Madhesh province of Nepal. Also, hypothesized that there is significant difference in explosive legs power between them. It was based on quantitative with comparative design. Altogether 62 girl students have designated as respondents, 31 girl respondents taken from Tharu ethnic and 31 from non-Tharu Madheshi girls. Respondents were taken through multistage sampling method. The standing broad jump test item of AAHPER youth fitness test applied as tool for this study. The standing broad jump test applied to measure the explosive legs power. While comparing the mean score of non-Tharu Madheshi girls, Tharu ethnic girls were found better in explosive legs power. Likewise, p-value of t-test has applied at 0.01 significant level. It has found significant difference between them in explosive legs power of standing broad jump test. Hence, this research paper is found the significant difference between Tharu ethnic and non-Tharu girl students. Therefore, hypothesis (H1) is accepted. In compared on standing broad jump test the non-Tharu girls, Tharu ethnic girls have more participated in intramural-extramural sports tournaments, sporting events as well as physical work.
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Masykuroh, Qanitah, and Siti Fatimah. "GIRLHOOD AND FEMININE IDEALS: LINGUISTIC REPRESENTATION OF FEMININITY IN INDONESIAN FOLKTALES." Humanities & Social Sciences Reviews 7, no. 3 (April 30, 2019): 356–61. http://dx.doi.org/10.18510/hssr.2019.7353.
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Purpose: The purpose of this paper is to investigate the linguistic construction of the femininity for girl characters in Indonesian folktales retold in children’s books. During the phase of their lives as girls, female characters in Indonesia folktales are narratively bound up in attempts to confront, fulfill, and sometimes defy, social prescribed feminine roles.
Methodology: The data are twenty Indonesian folktales depicting girls as the main characters. The lexical, as well as clausal constructions in the stories in relation to girls are analyzed using content analysis and Halliday’s transitivity within the framework of Systemic Functional Linguistics.
Results: The results show that ideal femininity attributed to girls in Indonesian folktales are mainly of three dimensions
i.e. beauty, virtue, and passivity. The lexical representation of girl femininity reveals that girls in Indonesian folktales are typically stereotyped with either traditional femininity or non-conforming femininity.
Implications: The clausal analysis shows how the stories present the attempt of the girls to fulfill the ideal feminine roles. There seems to be a reward for girls who fulfill ‘proper’ feminine qualities and punishment for girls who defy the ideal femininity. However, there are girls who seem to be non-conforming to the ideals of traditional femininity but rewarded as well as girls who fail at feminine roles but not punished with the provision of forgiveness. Thus, this paper contributes to the discussion on the girlhood femininity in contemporary children’s books.
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Jackson, H. J. "Coleridge's Women, or Girls, Girls, Girls Are Made to Love." Studies in Romanticism 32, no. 4 (1993): 577. http://dx.doi.org/10.2307/25601034.
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Taft, Jessica K. "Hopeful, Harmless, and Heroic." Girlhood Studies 13, no. 2 (June 1, 2020): 1–17. http://dx.doi.org/10.3167/ghs.2020.130203.
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There has been a notable increase in the public visibility of girl activists in the past ten years. In this article, I analyze media narratives about several individual girl activists to highlight key components of the newly desirable figure of the girl activist. After tracing the expansion of girl power discourses from an emphasis on individual empowerment to the invocation of girls as global saviors, I argue that girls are particularly desirable figures for public consumption because the encoding of girls as symbols of hope helps to resolve public anxieties about the future, while their more radical political views are managed through girlhood’s association with harmlessness. Ultimately, the figure of the hopeful and harmless girl activist hero is simultaneously inspirational and demobilizing.
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Kozina, Z. L., S. S. Iermakov, L. A. Kadutskaya, F. I. Sobyanin, M. Krzeminski, I. N. Sobko, and O. A. Ryepko. "Comparative characteristic of correlation between pulse subjective indicators of girl students’ and school girls’ reaction to physical load." Physical education of students 20, no. 4 (August 28, 2016): 24–34. http://dx.doi.org/10.15561/20755279.2016.0403.
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Purpose: to determine characteristics of correlation of girl students’ and school girls’ subjective and physiological parameters of reaction to physical load. Material: in the research sportswomen of two age groups participated: adult qualified girl students-basketball players (n=40, age 20-22years) and junior basketball players (n=35, age12-13years). Registration of heart beats rate was fulfilled with «Polar RS300X». Simultaneously, we registered subjective feeling of loaf value (heaviness) by Borg’s method. Results: it was found that in conditions of natural training and competition functioning, with equal heart beats rate values school girls feel tension of fulfilled work subjectively easier. It can be explained by higher maximal values of school girls’ heat beats rate, comparing with girls students. Equal values of heart beats rate reflect different changes in girl students’ and school girls’ organisms. That is why they can not serve reliably informative indicator of load. Conclusions: we determined characteristics of perceived tension under load of game character. It can be connected with emotional tension, which is characteristic for basketball.
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Rogers, Dehanza. "Hostile Geographies." Girlhood Studies 15, no. 1 (March 1, 2022): 34–49. http://dx.doi.org/10.3167/ghs.2022.150104.
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In this article, I engage in a parallel reading of the consumption of Black girlhood in speculative fiction in the television series The Passage, and the film The Girl with All the Gifts, and in the classroom. In these texts are nonconsensual attempts to harvest biological materials from Black girls, exhibiting the belief that Black bodies are utilitarian, at best, and meant for consumption. Like these narratives, the classroom consumes Black girls physically along with their futures. I explore how Black girl resistance disrupts such consumption and interrogate texts in which Black girls create narratives for themselves. In these narratives, so-called disposable Black girls map out new cartographies of narrative resistance and new liberatory geographies for their future.
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Putyński, Leszek. "Percepcja interpersonalna w rodzinach dziewcząt chorych na jadłowstręt psychiczny." Acta Universitatis Lodziensis. Folia Psychologica, no. 17 (January 1, 2013): 67–79. http://dx.doi.org/10.18778/1427-969x.17.05.
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The aim of the present study was the analysis of differences in intra and interpersonal perception in families with girls suffering from Anorexia Nervosa and families with healthy controls. Research was conducted among the group of 30 families with AN girl and 30 families with healthy girl. The perception of oneself and family members was investigated with the Semantic Differential Technique constructed by the author of the study. Differences were found in the self-perception and perception of a father between girls with AN and healthy girls (girls with AN have negative self-perception). No significant differences were found in self-perception of mothers and fathers and in perception of their daughters in both family groups.
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Umahi Nnennaya, Esther, Sonnen Atinge, Somterimmam Paul Dogara, and Rimande Joel Ubandoma. "Menstrual hygiene management among adolescent school girls in Taraba State, Nigeria." African Health Sciences 21, no. 2 (August 2, 2021): 842–51. http://dx.doi.org/10.4314/ahs.v21i2.45.
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Background: The onset of menstruation denotes a landmark event in pubertal development of the adolescent girl. Lack of adequate knowledge and good menstrual hygiene management can have far reaching consequences on the girl’s wellbeing, dignity and reproductive health.
Objectives: This study assessed the menstrual knowledge and hygiene practices of adolescent school girls in Taraba State, Nigeria.
Methods: A descriptive cross sectional study conducted among 297 adolescent school girls. Participants were selected using multistage sampling technique. A self-administered, structured questionnaire was used for data collection. The Statistical Package for Social Sciences (SPSS) version 22.0 was used for the analysis of data.
Results: The mean age at menarche was 13.7 years (± 6.7). Over three-quarter (76.1%) of the girls knew about menstruation before experiencing it. Mothers (48.1%) were the leading source of information about menstruation to the students. The study found that 207 (69.7%) of respondents had good knowledge about menstruation while 171 (57.58%) had good men- strual hygiene management. Knowledge was significantly associated with good menstrual hygiene management (p<0.001).
Conclusion: Knowledge of menstruation and hygienic practices during menstruation among the participants in the study was encouraging. Every adolescent girl should be equipped with the right knowledge and support for good menstrual hy- giene management.
Keywords: Menstrual hygiene; adolescents; Taraba; Nigeria.