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Journal articles on the topic 'Women's studies (incl. girls' studies)'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Baseheart, Mary Catharine. "Edith Stein's Philosophy of Woman and of Women's Education." Hypatia 4, no. 1 (1989): 120–31. http://dx.doi.org/10.1111/j.1527-2001.1989.tb00871.x.

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Edith Stein, Husserl's brilliant student and assistant, devoted ten years of her life to teaching in a girls’ secondary school, during which time she gave a series of lectures on educational reform and the appropriate education to be provided to girls. She grounds her answer to these questions in a philosophical account of the nature of woman. She argues that men and women share some universally human character’ istics, but that they have separate and distinct natures. Her awareness of the rich variety of different personality types and specific differences among individuals allows her to hold an essentialist view of the nature of woman without either stereotyping individual women or assuming that woman's nature is in any way inferior to man's.

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2

Kirschbaum, S. ""Mill Girls" and Labor Movements: Integrating Women's History into Early Industrialization Studies." OAH Magazine of History 19, no. 2 (March 1, 2005): 42–46. http://dx.doi.org/10.1093/maghis/19.2.42.

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3

Lau, Lisa. "No longer good girls: sexual transgressions in Indian women's writings." Gender, Place & Culture 21, no. 3 (May 23, 2013): 279–96. http://dx.doi.org/10.1080/0966369x.2013.791252.

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4

Newbill, Phyllis Leary, and Katherine Sears Cennamo. "IMPROVING WOMEN'S AND GIRLS' ATTITUDES TOWARD SCIENCE WITH INSTRUCTIONAL STRATEGIES." Journal of Women and Minorities in Science and Engineering 14, no. 1 (2008): 49–65. http://dx.doi.org/10.1615/jwomenminorscieneng.v14.i1.30.

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5

Rousseau, Catherine, Manon Bergeron, and Sandrine Ricci. "A metasynthesis of qualitative studies on girls' and women's labeling of sexual violence." Aggression and Violent Behavior 52 (May 2020): 101395. http://dx.doi.org/10.1016/j.avb.2020.101395.

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6

Rogers, Annie. "Voice, Play, and a Practice of Ordinary Courage in Girls' and Women's Lives." Harvard Educational Review 63, no. 3 (September 1, 1993): 265–96. http://dx.doi.org/10.17763/haer.63.3.9141184q0j872407.

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In this article, Annie Rogers explores the etymology of courage, and links the "ordinary courage" of eight- to twelve-year-old girls with an old meaning of the word: "to speak one's mind by telling all one's heart." She then observes how this ordinary courage is lost as many girls reach early adolescence. Her observation is embedded in a newly emerging psychology of women based on empirical studies of girls, which have documented a striking loss of voice, of resiliency, and of self-confidence in girls as they enter early adolescence. These studies have identified this as a time of particular vulnerability and risk in young women's psychological development, as it becomes increasingly dangerous for them to speak their minds truthfully within the context of cultural conspiracies to silence women's knowledge. In order to capture the girls' inner life of feeling, Rogers introduces a "poetics of research," a particular discourse grounded in feminist epistemology and methodology, as well as the voice-centered,relational practice of research she has helped to create.

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Burke, Michael, and Chris Hallinan. "Women's Leadership in Junior Girls' Basketball in Victoria: Foucault, Feminism and Disciplining Women Coaches." Sport in Society 9, no. 1 (January 2006): 19–31. http://dx.doi.org/10.1080/17430430500355758.

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Wagner, Tamara S. "Girls at the Antipodes: Bush Girlhood and Colonial Women's Writing." Women's Writing 21, no. 2 (April 3, 2014): 139–47. http://dx.doi.org/10.1080/09699082.2014.906701.

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9

Brown, Lyn Mikel, and Carol Gilligan. "Meeting at the Crossroads: Women's Psychology and Girls' Development." Feminism & Psychology 3, no. 1 (February 1993): 11–35. http://dx.doi.org/10.1177/0959353593031002.

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James, Sara. "Bad Girls? Women's Writing on Women in Prison." Dix-Neuf 6, no. 1 (April 2006): 1–13. http://dx.doi.org/10.1179/147873106790723348.

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Ann Hall, M. "The game of choice: Girls' and women's soccer in Canada." Soccer & Society 4, no. 2-3 (June 2003): 30–46. http://dx.doi.org/10.1080/14660970512331390815.

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12

Dunch, Ryan. "Christianizing Confucian Didacticism: Protestant Publications for Women, 1832-1911." NAN NÜ 11, no. 1 (2009): 65–101. http://dx.doi.org/10.1163/138768009x12454916571805.

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AbstractThe printed Protestant missionary engagement with Chinese views of the role and proper conduct of women in society was more complex and ambiguous than scholars have often assumed. Publications targeted at women readers occupied an important place among Protestant missionary periodicals, books, and other printed materials in Chinese during the late Qing. Most publications for women and girls were elementary doctrinal works, catechisms, and devotional texts designed to introduce early readers to Christian belief, and light reading (fictional tracts and biographies) for women's spiritual edification, but there were some more elaborate works as well. After an overview of mission publications for women, this article focuses on two complex texts, one a compendium of practical knowledge and moral guidance for the Chinese Protestant "new woman," Jiaxue jizhen (The Christian home in China) (1897; revised 1909), and the other, a Protestant reworking from 1902 of the Qing dynasty didactic compilation Nü sishu (Women's four books). Together, these two texts give us a more multifaceted picture of how missionaries engaged with Chinese society and the role of women therein.

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13

Edwards, Katie M., Laura Siller, Sara Eliason, Nallely Hernandez, Johanna Jones, Amy Richardson, and A. J. Schmidt. "The Girls’ Leadership Academy: A Promising, Empowerment-Based Approach to the Prevention of Sexual Violence." Violence Against Women 28, no. 5 (December 30, 2021): 1035–59. http://dx.doi.org/10.1177/10778012211051402.

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Sexual violence (SV) is a pernicious issue that disproportionally impacts girls and women. Although few initiatives have demonstrated effectiveness in leading to reductions in SV, global health organizations have identified empowerment-based programs as a promising approach to SV prevention. The purpose of this article is to discuss the Girls Leadership Academy (GLA), a program of the Nebraska's Women's Center for Advancement, which is a “homegrown,” theoretically grounded, practice-based SV prevention program for adolescent girls. More specifically, we discuss previous research relevant to the GLA; the theoretical underpinnings of the GLA; and the history, context, and content of the GLA.

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14

Wilkinson, Sue. "Critical Connections: The Harvard Project on Women's Psychology and Girls' Development." Feminism & Psychology 4, no. 3 (August 1994): 343–44. http://dx.doi.org/10.1177/0959353594043002.

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15

Whissell, Cynthia, and Lorna McCall. "Pleasantness, Activation, and Sex Differences in Advertising." Psychological Reports 81, no. 2 (October 1997): 355–67. http://dx.doi.org/10.2466/pr0.1997.81.2.355.

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Advertisements in men's, women's, girls', and boys' magazines ( n = 38,195 words) were scored objectively in terms of 15 measures of linguistic style, e.g., use of common words, use of long words, use of specific words and emotional tone (pleasantness and activation, as measured by the Dictionary of Affect). There were several sex- and age-related differences among advertisements from different sources. Advertisements from boys' magazines were extremely active, those from women's and girls' magazines were shorter and unusually pleasant. In two follow-up studies ( N = 122 volunteers), objective emotional measures of advertising text proved to be related to ratings of persuasion and of success of appeal for individual advertisements. The most preferred advertisement for women was pleasant and active, that for men unpleasant and active. When men and women created advertisements, women's were shorter and more pleasant.

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Bailey, Paul. ""Women Behaving Badly": Crime, Transgressive Behaviour and Gender In Early Twentieth Century China." NAN NÜ 8, no. 1 (2006): 156–97. http://dx.doi.org/10.1163/156852606777374600.

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AbstractThis article analyses a critical discourse on women that was pervasive in an emerging newspaper and periodical press during the last years of the Qing dynasty and early years of the Republic, at a time when governing and intellectual elites were becoming increasingly obsessed with 'behavioural modernization'. This critical discourse reflected anxieties concerning the pace and direction of social and cultural change, as well as ambivalence about women's growing public visibility. At the same time, such a discourse provides an insight into how adolescent girls and women responded to new opportunities in the public sphere before the May Fourth Movement, and clearly shows they did not always behave in ways prescribed by officials, educators and intellectuals.

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Kirst-Ashman, Karen K. "Book Review: Nothing Bad Happens to Good Girls: Fear of Crime in Women's Lives." Affilia 15, no. 1 (February 2000): 103–5. http://dx.doi.org/10.1177/088610990001500111.

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Rudd, G. "Book Review: Diane Watt, Medieval Women's Writing. Cambridge: Polity Press, 2007. 208 + viii pp. (incl. index). ISBN 978--07456--3256--8, 17.99 (pbk)." Feminist Theory 10, no. 2 (July 8, 2009): 266–68. http://dx.doi.org/10.1177/14647001090100020809.

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19

Norcia, Megan A. "PERFORMING VICTORIAN WOMANHOOD: ELSIE FOGERTY STAGES TENNYSON'S PRINCESS IN GIRLS' SCHOOLS." Victorian Literature and Culture 41, no. 1 (March 2013): 1–20. http://dx.doi.org/10.1017/s1060150312000198.

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Tennyson's poem The Princess (1847) has long intrigued readers with its polarizing gender politics and playful, lilting verses recounting the grim bloodshed that results when an ambitious Princess establishes a women's college. The frame narrative focuses on a group of friends at a summer party who are inspired by a tale of an ancient warrior queen, who “sallying thro’ the gate, / Had beat her foes with slaughter from her walls” (Prologue 30–34). At some moments jocular and at others acerbic, the men spin the Princess's story, with the women of the gathering providing interludes of music between the tales. In the narrative that unfolds, the Princess establishes a separatist women's college deep in the country, but counter to her plans, a neighboring prince has determined to make her his wife. Along with two friends, the Prince sneaks into the school disguised as a woman. Comedy and romance ensue, leading to the Prince's eventual unmasking and a deadly serious battle between his father and the Princess's father over how her body will be disposed in marriage. The Prince is wounded in the battle and the Princess is smitten with remorse. While nursing him back to health she is “ultimately transformed from a fierce feminist into a broken nurse” (Buchanan 573) as she anticipates the possibilities of agency through marriage and motherhood. The poem ends with the disbanding of the Princess's school and the reinstallation of its female leaders under patriarchal control.

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20

Hopkins, Susan. "UN celebrity ‘It’ girls as public relations-ised humanitarianism." International Communication Gazette 80, no. 3 (August 25, 2017): 273–92. http://dx.doi.org/10.1177/1748048517727223.

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This article combines framing analysis and critical textual analysis in a qualitative investigation of the ways in which popular culture texts, in particular articles in Australian women's magazines, frame transnational celebrity activism. Using three recent case studies of commercial representations of popular female celebrities – Nicole Kidman in Marie Claire (Australia), Angelina Jolie in Vogue (Australia) and Emma Watson in Cleo (Australia) – this study dissects framing devices to reveal the discursive tensions which lie beneath textual constructions of celebrity humanitarianism. Through a focus on United Nations Women's Goodwill Ambassadors, and their exemplary performances of popular humanitarianism, I argue that feminist celebrity activists may inadvertently contradict the cause of global gender equality by operating within the limits of celebrity publicity images and discourses. Moreover, the deployment of celebrity women, who have built their vast wealth and global influence through the commodification of Western ideals of beauty and femininity, betrays an approach to humanitarianism, which is grounded in the intersection of neocolonial global capitalism, liberal feminism and the ethics of competitive individualism.

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Katz, R. S. "Explaining Girls' and Women's Crime and Desistance in the Context of Their Victimization Experiences." Violence Against Women 6, no. 6 (June 1, 2000): 633–60. http://dx.doi.org/10.1177/10778010022182065.

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KATZ, REBECCA S. "Explaining Girls' and Women's Crime and Desistance in the Context of Their Victimization Experiences." Violence Against Women 6, no. 6 (June 2000): 633–60. http://dx.doi.org/10.1177/1077801200006006005.

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23

Whitehead, A. "Book review: Victoria Stewart, Women's Autobiography: War and Trauma. Basingstoke and New York: Palgrave Macmillan, 2003. 204 pp. (incl. index). ISBN 1 4039 0306 9, 52.00 (hbk)." Feminist Theory 8, no. 3 (December 1, 2007): 369–71. http://dx.doi.org/10.1177/14647001070080030712.

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24

Rosyita, Rosyita, Elizar Elizar, Hendrika Wijaya Kartini Putri, and Jasmiati Jasmiati. "Edukasi Kebutuhan Gizi Remaja Putri di Dayah Terpadu Al Madinatuddiniyah Syamsuddhuha Kecamatan Dewantara Kabupaten Aceh." Jurnal Abdimas Kesehatan (JAK) 4, no. 3 (November 20, 2022): 525. http://dx.doi.org/10.36565/jak.v4i3.438.

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Adolescent girls are very vulnerable to malnutrition. They need protein, iron, and other micronutrients to support accelerated adolescent growth and meet the increased iron needs during menstruation. Women are more likely to suffer from malnutrition than men, for reasons including women's reproductive biology, low social status, poverty, and lack of education. Sociocultural traditions and disparities in domestic work patterns can also increase women's chances of malnutrition. The problem-solving method used is educating through presentations on the nutritional needs of young women by distributing leaflets and posters containing the nutritional needs of adolescents and their problems. During the community service activities, 30 young women attended. Community service activities carried out for two days at Dayah Terpadu Al Madinatuddiniyah Syamsuddhuha, Dewantara District, North Aceh Regency, there was an increase in the average knowledge of the target audience of community service about education for fulfilling nutritious meals for young women, in the pretest evaluation the target audience had an average knowledge of 70 ,3 and on the posttest evaluation the average value became 84.7. It is important for health workers to continue to provide information about the nutritional needs of adolescents as an effort to increase adolescent knowledge by involving teachers in the dayah as the closest environment for adolescents.

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25

Giordano, Peggy C., and Jennifer E. Copp. "Girls’ and Women’s Violence: The Question of General Versus Uniquely Gendered Causes." Annual Review of Criminology 2, no. 1 (January 13, 2019): 167–89. http://dx.doi.org/10.1146/annurev-criminol-011518-024517.

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In this review, we consider theory and research focused on girls’ and women's violence, with an emphasis on studies that inform long-running debates about whether uniquely gendered explanations are required to understand such behaviors. The review emphasizes potentially malleable social processes and influences as well as studies that have explored neighborhood, family, and peer-based sources of risk. We also examine contemporary research on precursors of a specific type of aggression—intimate partner violence—where self-reports of perpetration have been found to be similar across gender, but research has consistently shown that the consequences are generally more serious for female victims. Our review draws on findings from analyses of large-scale survey data as well as qualitative approaches that explore meanings and motivations. The results point to significant areas of overlap, as well as some distinctive patterns in gender, support learning, and intersectionality theories, and identify potentially fruitful areas for additional research.

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Ehlers, Tracy Bachrach. "Women Work Together: My Unforeseen Transition from Academic to Feminist Change Agent." Practicing Anthropology 39, no. 1 (December 1, 2017): 40–43. http://dx.doi.org/10.17730/0888-4552.39.1.40.

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Whether as professional endeavor or intimate personal experience, anthropologists are going beyond the ivory tower to work on projects where intervention and social change are the norm. This paper traces the journey of one academic as she ventures out of the classroom to become a social change agent late in her career. Discussion focuses on the dynamic process of applying twenty-five years of women and development studies to the creation of a campaign for girls' education in a Guatemalan town. Based on her considerable knowledge of gender relations in the community, the author is able to work collaboratively with women's groups and local government to dramatically influence attitudes and behavior about the value of sending girls to school.

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27

Bradby, Barbara. "Sampling sexuality: gender, technology and the body in dance music." Popular Music 12, no. 2 (May 1993): 155–76. http://dx.doi.org/10.1017/s0261143000005535.

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Bayton (1992) is right to be preoccupied by the mutual blindness between feminism and popular music. For if pop music has been the twentieth-century cultural genre most centrally concerned with questions of sexuality, one would expect more feminist critique and engagement with it. It is undoubtedly true that feminists have often been suspicious of pop music as typifying everything that needs changing for girls in society (McRobbie 1978), and of rock music as a masculine culture that excludes women (Frith and McRobbie 1979). Conversely, those who wished to celebrate the political oppositionality of rock music have often had to draw an embarrassed veil around its sexual politics, and have had good reason to be wary of feminism's destructive potential. Nevertheless, Bayton's own bibliography shows the considerable work that has been done by feminists on popular music, and the problem is perhaps better seen as one of marginalisation of this work within both feminist theory and popular music studies. In addition, I would argue that the work of Radway (1987), Light (1984), Modleski (1984) and others, in ‘reclaiming’ the popular genres of romance reading and soap opera for women, does have parallels in popular music in the work of Greig (1989) and Bradby (1990) on girl-groups, or McRobbie on girls and dancing (1984). Cohen (1992) shows some of the mechanisms through which men exclude women from participation in rock bands, while Bayton's own study of women musicians parallels other sociological work on how women reshape work roles (1990). And the renewed interest in audience research in cultural studies has allowed a re-valorisation of girls' and women's experience as fans of popular music (Garratt 1984; Lewis 1992), and as creators of meaning in the music they listen to (Fiske 1989; Bradby 1990).

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28

Oppenheim, Janet. "A Mother's Role, a Daughter's Duty: Lady Blanche Balfour, Eleanor Sidgwick, and Feminist Perspectives." Journal of British Studies 34, no. 2 (April 1995): 196–232. http://dx.doi.org/10.1086/386074.

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Addressing the Women's Institute in London on November 23, 1897, Eleanor Sidgwick, principal of Newnham College, Cambridge, observed thatThere will always be gaps in domestic life which can best be filled by the unmarried girls and women of the family; help wanted in the care of old people and children and invalids, or in making the work of other members of the family go smoothly, to which a woman may well devote herself at some sacrifice of her own future—a sacrifice she will not regret. This kind of work can best be done by women, not only because they are generally better adapted to it, but because the sacrifice is not so clear nor so great in their case as it would generally be in that of a man. Only let the cost be counted and compared with the gain, and do not let us ask women to give up their chance of filling a more useful place in the world for the sake of employing them in trivial social duties from which they might be spared with little loss to anyone.With these remarks, Mrs. Sidgwick joined the extended debate over the rights and duties of spinster daughters that the Victorian women's movement pursued for decades. For many participants, it was the preeminent issue that women had to confront if they were significantly to improve the condition of their lives.

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29

WILLIAMS, RICHARD DAVID. "Songs between cities: listening to courtesans in colonial north India." Journal of the Royal Asiatic Society 27, no. 4 (September 26, 2017): 591–610. http://dx.doi.org/10.1017/s1356186317000311.

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AbstractIn the aftermath of 1857, urban spaces and cultural practices were transformed and contested. Regional royal capitals became nodes in a new colonial geography, and the earlier regimes that had built them were recast as decadent and corrupt societies. Demolitions and new infrastructures aside, this transformation was also felt at the level of manners, sexual mores, language politics, and the performing arts. This article explores this transformation with a focus on women's language, female singers and dancers, and the men who continued to value their literary and musical skills. While dancing girls and courtesans were degraded by policy-makers and vernacular journalists alike, their Urdu compositions continued to be circulated, published, and discussed. Collections of women's biographies and lyrics gesture to the importance of embodied practices in cultivating emotional positions. This cultivation was valued in late Mughal elite society, and continued to resonate for emotional communities of connoisseurs, listeners, and readers, even as they navigated the expectations and sensibilities of colonial society.

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Magro, M. "Spiritual Autobiography and Radical Sectarian Women's Discourse: Anna Trapnel and the Bad Girls of the English Revolution." Journal of Medieval and Early Modern Studies 34, no. 2 (April 1, 2004): 405–38. http://dx.doi.org/10.1215/10829636-34-2-405.

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31

Irvine, Jill A., and Nicholas Halterman. "Funding Empowerment: U.S. Foundations and Global Gender Equality." Politics & Gender 15, no. 1 (August 1, 2018): 34–61. http://dx.doi.org/10.1017/s1743923x18000314.

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AbstractAlthough U.S. private foundations provide significant and varied kinds of support for women and girls globally, we know little about the scope of foundation giving or its effects. In what ways, we ask, has foundation funding attempted to promote the empowerment of women and girls? An important critique has emerged among scholars and practitioners that funding practices often undermine women's activism and movements. We study the empirical evidence for this critique, examining funding trends internationally in the areas of capacity building, issue framing, and coalition forming from 2002 to 2013. We argue that there are reasons for both optimism and concern. On the one hand, we find that the share of funding for organizations and issues that have a political advocacy component has held steady in the past decade. On the other hand, we find trends in the opposite direction in declining shares of funding for general operating costs, leadership training, and coalition building for groups engaged in political advocacy—trends that may weaken the ability of gender equality organizations to promote enduring change.

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Solanki, Dr Sunita, Dr Ajay Soni, Dr Vesti Randa, and Dr Ramkrishna Choudhary. "A study to determine age at menarche in adolescent school girls of Indore city, M. P. India." International Journal of Medical Research & Review 9, no. 2 (March 25, 2021): 70–75. http://dx.doi.org/10.17511/ijmrr.2021.i02.03.

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Background: Menarche is a significant milestone in women's life. It affects the reproductive healthand well being of women. This study aims to find out the age at menarche of adolescent girls ofIndore city and its relation to various factors. Method: This was a cross-sectional study conductedin six schools of urban areas of Indore city the study group included 492 school girls of age 11 to 18years. After taking written informed consent from the parents, data was collected on the date ofbirth, family size, birth order, dietary intake, social-economic status, menarcheal age.Anthropometric measurements were done and data was analyzed. Results: Mean age at menarchewas found to be 13.2+1.24 years. It was found to be significantly associated with socioeconomicstatus, BMI and birth order. Conclusion: The mean age at menarche in this study is comparable tothat found in other Indian studies. It is found to be significantly associated with BMI andsocioeconomic status of the girls

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Klepp, Ingun Grimstad, and Ardis Storm-Mathisen. "Reading Fashion as Age: Teenage Girls' and Grown Women's Accounts of Clothing as Body and Social Status." Fashion Theory 9, no. 3 (September 2005): 323–42. http://dx.doi.org/10.2752/136270405778051329.

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34

Worell, Judith. "Feminist Interventions: Accountability Beyond Symptom Reduction." Psychology of Women Quarterly 25, no. 4 (December 2001): 335–43. http://dx.doi.org/10.1111/1471-6402.00033.

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Feminist interventions to facilitate women's psychological well-being are forging new pathways to achieving the goals of the Decade of Behavior. In emphasizing the complex interplay between internal and external factors in women's lives, feminist interventions are designed to promote women's safety health, positive life styles, personal strength, competence, and resilience. In contrast, prevailing medical models locate the problem within the woman by concentrating on diagnosis and treatment of pathology and internal disorders. I offer a model here for implementing and assessing intervention strategies that targets both the effects of unsupportive or negative environments and the imperative to strengthen and empower girls and women, their families, and their communities. The obligation to be accountable for the outcomes of feminist interventions encompasses a major focus of this article. Evolving developments in research on accountability are reviewed in relation to conceptualization, goal setting, and assessment of feminist interventions. I encourage continuing collaboration between the feminist-informed research and practitioner communities to promote women's health, safety, and well-being in the Decade of Behavior and beyond.

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Shaw, Sarah Naomi. "Shifting Conversations on Girls' and Women's Self-Injury: An Analysis of the Clinical Literature in Historical Context." Feminism & Psychology 12, no. 2 (May 2002): 191–219. http://dx.doi.org/10.1177/0959353502012002010.

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36

Roberts, Tomi-Ann, and Susan Nolen-Hoeksema. "Gender Comparisons in Responsiveness to Others' Evaluations in Achievement Settings." Psychology of Women Quarterly 18, no. 2 (June 1994): 221–40. http://dx.doi.org/10.1111/j.1471-6402.1994.tb00452.x.

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An experiment tested three possible explanations for gender differences in responsiveness to others' evaluations in achievement settings. Results replicated previous studies and showed that women and men perceived the valence of evaluative messages similarly. Further, women's privately made self-evaluations reflected the valence of others' evaluations to a greater extent than men's. Finally, women saw others' evaluations as more accurate assessments of their performance than did men and said they were more influenced by those evaluations than did men. The best explanation for the gender difference in responsiveness to others' evaluations, therefore, seems to lie in women's and men's differing construals of the informational value of those evaluations. The authors propose that different experiences girls and boys have with evaluative feedback may lead to gender differences in beliefs about the informational value of others' evaluations of our competence.

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Kumar, Sneha, and Nistha Sinha. "Preventing More “Missing Girls”: A Review of Policies to Tackle Son Preference." World Bank Research Observer 35, no. 1 (July 29, 2019): 87–121. http://dx.doi.org/10.1093/wbro/lkz002.

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Abstract In parts of Asia, the South Caucasus, and the Balkans, son preference is strong enough to trigger significant levels of sex selection, resulting in the excess mortality of girls and skewing child sex ratios in favor of boys. Every year, an estimated 1.8 million girls go “missing” because of the widespread use of sex selective practices in these regions. The pervasive use of such practices is reflective of the striking inequities girls face immediately, and it also has possible negative implications for efforts to improve women's status in the long term. Recognizing this as a public policy concern, governments have employed direct measures such as banning the use of prenatal sex selection technology, and providing financial incentives to families that have girls. This study reviews cross-country experiences to take stock of the direct interventions used and finds no conclusive evidence that they are effective in reducing the higher mortality risk for girls. In fact, bans on the use of sex selection technology may inadvertently worsen the status of the very individuals they intend to protect, and financial incentives to families with girls offer only short-term benefits at most. Instead, what seems to work are policies that indirectly raise the value of daughters. The study also underscores the paucity of causal studies in this literature.

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Fredrickson, Barbara L., and Tomi-Ann Roberts. "Objectification Theory: Toward Understanding Women's Lived Experiences and Mental Health Risks." Psychology of Women Quarterly 21, no. 2 (June 1997): 173–206. http://dx.doi.org/10.1111/j.1471-6402.1997.tb00108.x.

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This article offers objectification theory as a framework for understanding the experiential consequences of being female in a culture that sexually objectifies the female body. Objectification theory posits that girls and women are typically acculturated to internalize an observer's perspective as a primary view of their physical selves. This perspective on self can lead to habitual body monitoring, which, in turn, can increase women's opportunities for shame and anxiety, reduce opportunities for peak motivational states, and diminish awareness of internal bodily states. Accumulations of such experiences may help account for an array of mental health risks that disproportionately affect women: unipolar depression, sexual dysfunction, and eating disorders. Objectification theory also illuminates why changes in these mental health risks appear to occur in step with life-course changes in the female body.

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LIECHTY, TONI, and CAREEN M. YARNAL. "Older women's body image: a lifecourse perspective." Ageing and Society 30, no. 7 (July 20, 2010): 1197–218. http://dx.doi.org/10.1017/s0144686x10000346.

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ABSTRACTBody-image research has focused on younger women and girls, and tended to ignore women in later life, although recent studies have called for more research into the body image of older women, particularly from a lifecourse perspective. The lifecourse perspective can address the complexity of body image by identifying personal and/or environmental factors that shape body image and the trajectories of body image across the lifecourse. Accordingly the purpose of the study reported in this paper was to explore older women's body image using a lifecourse perspective. We conducted individual interviews and follow-up focus groups with 13 women aged 60–69 years, all of them resident in a United States non-metropolitan county (its largest city having a population of 38,420) and having lived in the country for more than 30 years. The findings highlight the influence of inter-personal relationships (e.g. with a spouse or parent), the macro-environment (e.g. media or community attitudes) and key life events (e.g. physiological changes or educational experiences) that shaped body image at various life stages. In addition, the findings demonstrate that as women age, they de-prioritise appearance in favour of health or internal characteristics. Finally, the findings highlight the complexity of body image as a construct, which includes attitudes toward appearance, evaluations of health and physical ability, and assessments of appearance.

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Hyde, Janet Shibley, and Kristen C. Kling. "Women, Motivation, and Achievement." Psychology of Women Quarterly 25, no. 4 (December 2001): 364–78. http://dx.doi.org/10.1111/1471-6402.00035.

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Women's educational and occupational achievements are crucial to the economic productivity and prosperity of the nation, as well as to the mental health of women and their families. In this article we review psychological research on motivation and on educational achievement, focusing on gender and the contributions that have been made by feminist researchers. Feminist psychologists noted the sex bias and methodological flaws in traditional research on achievement motivation and proposed vastly improved models, such as Eccles's expectancy x value model of achievement behavior. Contrary to stereotypes, gender similarities are typically found in areas such as mathematics performance. Policymakers should be concerned about gender bias in the SAT and about the Female Underprediction Effect. Additional threats to girls' and women's achievements include stereotype threat and peer sexual harassment in the schools.

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Strauss, Shiela M. "Girls in the Mathematics Classroom: What's Happening with Our Best and Brightest?" Mathematics Teacher 81, no. 7 (October 1988): 533–37. http://dx.doi.org/10.5951/mt.81.7.0533.

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With the advent of both the women's movement and a heightened national nterest in educational excellence, scholary attention has been focused on the success of females in mathematics. Sells (1978) Identified mathematics as the “critical filter” that could limit the range of career choices available to those who do not take an adequate number of high school mathematics courses. Casserly and Rock (1979) looked at factors that differentiate girls who enroll in Advanced Placement mathematics courses from those who do not. Studies of Fennema and Sherman (1977) demonstrated that gender differences in mathematics achievement are substantially reduced when the number of mathematics courses is controlled. Benbow and Stanley (1982), however, found that sex differences in mathematics achievement did not reflect differential mathematics course taking. Their study involved students in the Study of Mathematically Precocious Youth (SMPY) who, as seventh and eighth graders, scored as well as a national sample of eleventh- and twelfth-grade females on the S.A.T. mathematics and verbal tests

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Mukherjee, Sucharita Sinha. "Women's Empowerment and Gender Bias in the Birth and Survival of Girls in Urban India." Feminist Economics 19, no. 1 (January 1, 2013): 1–28. http://dx.doi.org/10.1080/13545701.2012.752312.

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Decent, Campion. "The Ambiguous Table: Dramatic Representations of Women at Dinner." New Theatre Quarterly 32, no. 2 (April 13, 2016): 181–94. http://dx.doi.org/10.1017/s0266464x16000075.

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An actual dinner party is nearly always characterized by the presence of three central elements: a meal, a table, and a gathering of people, who usually converse. In this article Campion Decent considers the dinner party as a social event and questions how artists draw on its elements to inform artistic representations of dinner. He examines the use of dining events in drama, notably in five texts authored by women between the late 1970s and the present day–Tina Howe's The Art of Dining (1979) and One Shoe Off (1992), Caryl Churchill's Top Girls (1982), Moira Buffini's Dinner (2002), and Tanya Ronder's Table (2013). These texts share an emphasis on the symbolic idea of food or dining, feature tables with a woman at their centre and offer dialogue allied to the experiences of women. While the dining events that they depict are populated with vastly different characters and distinct conversations, the tables nevertheless function as potent yet ambiguous symbols both of women's oppression and of the potential for creative freedom. This article draws on research in anthropology, sociology, food studies, theatre and performance studies, and women's studies to illustrate the fertile complexity of ideas involved in the symbolic dinner. Campion Decent has recently completed his doctoral studies at La Trobe University, Melbourne. He is an award-winning playwright, with productions at Sydney Theatre Company, the Griffin Theatre, and the National Institute of Dramatic Art, Sydney. He has presented papers at Stanford University, Shanghai Theatre Academy, and Victoria University of Wellington.

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Mansell, Charmian. "Women's voices in Tudor wills, 1485–1603. Authority, influence and material culture. By Susan E. James. Pp. xii + 319 incl. 12 ills. Farnham–Burlington, Vt: Ashgate, 2015. £78.99. 978 1 4724 5382 2." Journal of Ecclesiastical History 69, no. 2 (April 2018): 401–3. http://dx.doi.org/10.1017/s002204691800026x.

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Davidova, Evguenia. "The Wandering Orthodox Nuns: Religion and Gender in the Nineteenth-Century Central Balkans." Slavic Review 79, no. 4 (2020): 731–54. http://dx.doi.org/10.1017/slr.2020.204.

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This article discusses a specific type of religious travel—not pious pilgrimage to the Holy Lands—but more mundane trips performed by Eastern Orthodox sisters to beg for donations within and between three multi-confessional empires. More specifically, it focuses on how nuns’ spatial movements put them on the bigger imperial and transnational maps of church, state, and society and contributed to negotiating space for gender. By combining mobility and gender as categories of analysis, I position the sisters’ acts within three broad themes: travel, women's education, and social networks. I suggest that nuns’ involvement in local communities and the establishment of schools for girls provides evidence for worldly as well as pious concerns. By encompassing rich social interactions, the sisters’ story presents gender imbalances in more palpable form and embodies larger experiences of nineteenth-century women who strove to achieve self-development and to assert social visibility.

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Seginer, Rachel, and Sami Mahajna. "How The Future Orientation of Traditional Israeli Palestinian Girls Links Beliefs about Women's Roles and Academic Achievement." Psychology of Women Quarterly 28, no. 2 (June 2004): 122–35. http://dx.doi.org/10.1111/j.1471-6402.2004.00129.x.

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Erickson, Amy Louise. "English women's voices. 1540–1700. Edited by Charlotte F. Otten. Pp. xvi + 421 incl. 13 ills. Miami: Florida International University Press, 1992. £38.50 (cloth), £17.50 (paper), 0 8130 1083 7; 0 8130 1099 3." Journal of Ecclesiastical History 45, no. 3 (July 1994): 546. http://dx.doi.org/10.1017/s0022046900017565.

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Lloyd, Jennifer M. "Raising Lilies: Ruskin and Women." Journal of British Studies 34, no. 3 (July 1995): 325–50. http://dx.doi.org/10.1086/386081.

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John Ruskin, art and social critic, master of English prose, is one of the most infuriating yet attractive Victorian figures. In the last twenty years, a revival of interest in his work after years of neglect has stimulated a considerable body of scholarly analysis and several biographies. As Ruskin himself would have hoped, historians have been most interested in his trenchant attacks on the assumptions and effects of nineteenth-century political economy, but paradoxically he appears in women's history only as the author of “Of Queens' Gardens,” promoting a fundamental Victorian paradigm, the ideology of pure womanhood. Yet the anthologized excerpts which are all most people read of Ruskin do not do justice even to “Of Queens' Gardens,” an admittedly cloying piece, and although biographers have analyzed his tortured relationships with Effie Gray and Rose La Touche almost to the point of tedium, there is no extended general study of his many relationships with women and the expectations he had of them. An adequate analysis of Ruskin's view of women requires familiarity with all his works, an understanding of his fears for the state of England, and a greater knowledge of his relationships with women than provided by the lurid details of his failed marriage and predilection for adolescent girls. The following is an attempt to sketch an outline of such an account.

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Prins, Yopie. "“LADY'S GREEK” (WITH THE ACCENTS): A METRICAL TRANSLATION OF EURIPIDES BY A. MARY F. ROBINSON." Victorian Literature and Culture 34, no. 2 (August 25, 2006): 591–618. http://dx.doi.org/10.1017/s1060150306051333.

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How to map women's poetry at the end of the nineteenth century was a question already posed by Vita Sackville-West in 1929, in her essay, “The Women Poets of the 'Seventies.” She speculated that the 1870s “perhaps might prove the genesis of the literary woman's emancipation,” as a time of transition when “women with a taste for literature” could follow the lead of Victorian poetesses like Elizabeth Barrett Browning, while also leading women's poetry forward into the future (111). According to Sackville-West, “Mrs. Browning” seemed an exemplary woman of letters to this generation, because “she had been taught Greek; her father had been a man of culture; and she had married a poet” (112). With the formation of women's colleges and the entry of women into higher education, however, another generation of literary women was emerging. What distinguished these new women of letters was a desire for classical education independent of fathers and husbands, demonstrating an independence of mind anxiously parodied byPunchmagazine: The woman of the future! she'll be deeply read, that's certain,With all the education gained at Newnham or at Girton;Or if she turns to classic tomes, a literary roamer,She'll give you bits of Horace or sonorous lines from Homer.Oh pedants of these later days, who go on undiscerningTo overload a woman's brains and cram our girls with learning,You'll make a woman half a man, the souls of parents vexing,To find that all the gentle sex this process is unsexing. As quoted by Sackville-West in her essay (114), this parody is an equivocal tribute to the generation of women just before her own. Although (in her estimation) the women poets of the seventies produced “nothing of any remarkable value,” nevertheless she admired their intellectual ambition: “a general sense of women scribbling, scribbling” was the “most encouraging sign of all” that the woman of the future was about to come into being, as an idea to be fulfilled by the New Woman of thefin de siècle(131).

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Duggan, Christopher. "Catholic women's movements in liberal and Fascist Italy. By Helena Dawes . (Palgrave Studies in the History of Social Movements.) Pp. viii + 283 incl. 5 tables. Basingstoke: Palgrave Macmillan, 2014. £60. 978 1 137 40633 0." Journal of Ecclesiastical History 67, no. 2 (March 3, 2016): 459–60. http://dx.doi.org/10.1017/s0022046915002729.

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