Готові списки джерел за темами / Girls

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  2. Дисертації
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Добірка наукової літератури з теми "Girls"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 31 липня 2024

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Статті в журналах з теми "Girls"

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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Анотація:
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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2

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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Анотація:
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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3

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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4

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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Анотація:
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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5

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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Анотація:
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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6

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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7

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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8

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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Анотація:
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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9

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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10

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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Анотація:
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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Дисертації з теми "Girls"

1

Lundgren, Hannah. "Girls' Future is Girls' Future? : Tracing the Girl Effect in Plan International Sweden." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-338774.

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This thesis sets out to answer if, and in that case how, the current development discourse, centring on instrumentalist arguments for gender equality and the “marketization” of aid, is reflected in Plan International Sweden’s campaign on the International Day of the Girl Child. The study draws upon critical feminist theories which stress that the instrumentalist approach, which scholars mean has become more common due to the marketization of aid, essentializes women and men in line with traditional ideas of femininity and masculinity. Through the use of discourse analysis, the study shows that the discourse of Plan’s campaign appeals to traditional constructions of femininity and masculinity where women and girls are ascribed signs such as maternal, responsible, altruistic and efficient, and men self-centred, irresponsible and potentially oppressive. Relatedly, Plan shows clear traces of instrumentalist reasoning, arguing that gender equality, besides being a social right, is an instrument to increase development efficiency. Additionally, the study finds that Plan shows traces of a marketized logic, something that can be seen in the organization’s cooperation with private companies which signifies an acceptance of them as actors in development, and the involvement of several celebrities which help validate, brand and “sell” the organization.
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2

Lubbe, Stephina Johanna. "'n Kwalitatiewe studie na die rol van massa-toename in die vroee̋-adolessente dogter se belewenis van die self." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-11122009-170445.

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3

Harrison, Jeff. "When Girls Can Be Girls." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2007. http://hdl.handle.net/10150/622104.

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4

Riley, Rosemary McKeon. "The Tween Queens: Little girls and big girl relationships." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425765.

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5

McCord, Mary Larken. ""So Very," "So Fetch": Constructing Girls on Film in the Era of Girl Power and Girls in Crisis." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-11182008-162945/.

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Анотація:
Thesis (M.A.)--Georgia State University, 2008.
Title from file title page. Amira Jarmakani, committee chair; Mary Hocks, Marian Meyers, committee members. Description based on contents viewed Oct. 14, 2009. Includes bibliographical references (p. 97-103).
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6

Kubik, Elizabeth Knapp. "Social Information-Processing in Adolescent Girls: A Comparison of Sex Offending Girls, Delinquent Girls, and Girls From the Community." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/KubikEK2002.pdf.

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7

Ostermann, Ana Cristina. "Good girls go to heaven; bad girls... learn to be good : critical discourse analysis of quizzes in teenage girl's magazines." reponame:Repositório Institucional da UFSC, 1995. http://repositorio.ufsc.br/xmlui/handle/123456789/76202.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão
Made available in DSpace on 2012-10-16T08:13:31Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T19:31:26Z : No. of bitstreams: 1 102951.pdf: 4112281 bytes, checksum: 8fde7824254822a686acd923fe884dc7 (MD5)
Nesta dissertação investigo 15 quizzes ou testes de comportamento em revistas para adolescentes: Teen, Seventeen, Sassy, e Capricho, usando a metodologia de Análise Crítica do Discurso. O objetivo é demonstrar que o quiz não é um texto tão inocente como parece ser. Além de encorajar o auto-escrutínio, os quizzes funcionam como instrumentos disciplinadores, visando à correta socialização das adolescentes. Com base no modelo Problema-Solução, analiso a macro-estrutura dos quizzes, e aponto as possíveis relações entre o elemento discursivo Problema e o problema do mundo real. As produtoras destes textos avaliam e classificam as meninas como boas ou más, e prescrevem um comportamento geralmente sexista. Através da análise das características conversacionais dos quizzes: a estrutura de interação, os marcadores do discurso da linguagem falada, o vocabulário adolescente, e a personalização sintética, mostro que estes textos são construídos com base no modelo conversacional de discurso. O uso deste modelo é uma estratégia que visa amenizar a posição autoritária das produtoras destes textos, e que gera alto grau de informalidade nos quizzes, disfarçando seu papel principal: disciplinar as adolescentes a serem boas meninas.
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8

Akun, Selen. "Teenage Girls." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606860/index.pdf.

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In this thesis, ipek Ongun&rsquo
s three books on good manners and etiquette, which especially aim at teenage girls, are analyzed in detail. Born in 1943, Ongun is a popular Turkish writer in teenage literature who has sold over a million books since 1980s. It is necessary to investigate especially the cultural, social and aesthetic messages given in her books. The writer&rsquo
s non-fiction trilogy has been extremely influential on teenage girls in Turkey in the 1990s, and they still are. These are Bir Piriltidir YaSamak (Living Is a Glitter, 1991), Bu Hayat Sizin (This Life Is Yours, 1993), and Lü
tfen Beni Anla (Please Understand Me, 1995). The themes of major importance in the trilogy are social life, traditions, schools, parenting, beauty, and personal care. This study examines the content of this trilogy from a critical perspective, especially raising questions regarding Ongun&rsquo
s messages leading the construction of female identities from a feminist viewpoint. The qualitative research method has been adopted for the analysis and several comparisons have been carried out between Ongun&rsquo
s books and certain popular teenage etiquette books published in the US. The study concludes that although some of Ongun&rsquo
s messages might be found beneficial for certain segments of the teenage population, the fact that she is not an expert in teenage psychology and development, poses several critical questions about the validity of her messages. Besides, Ongun&rsquo
s target audience seems to be the upper-middle classes of the society also raises questions regarding the universality of her messages.
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9

Blakeslee, Vanessa. "BISTRO GIRLS." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2094.

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"Bistro Girls" is an interconnected collection of short stories focusing on characters whose lives intertwine in the affluent Floridian town of Bellamy Park. In "Bistro Girls of Bellamy Park," a senior at a privileged college struggles to confront an old friend who has slipped into addiction. In "Bobby Blues," two women's stifling situations with live-in boyfriends give way to a small hope as Valerie casts aside her illusions and leaves to find a new apartment, temporarily freeing herself from the pattern of relying on a man. In these stories people wrestle with flawed concepts of personal identity that create outward limitations in their interactions with those they care about most. In "Disconnect," an eccentric millionaire struggles with spirituality and a romance spoiled by his inability to find satisfaction. In "The Coffee Shop," the emotionally removed Don leaves Valerie in the inevitable position to find contentment through self-reliance. Through trial and error, the obstacles of insecurity and disillusionment can at times be overcome. In "Scout's Honor," a young woman marries under the spell of fateful disillusionment, with tragic results. An annulment is the catalyst for her maturity, yet the road before her promises to be a long, painful one. As the characters come closer to acceptance of the imperfections and possibilities in themselves and the world around them, there is almost always some hope, no matter how difficult the means to get there.
M.A.
Department of English
Arts and Sciences
English
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10

Lowy, Maya. "Lost Girls." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2169.

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Книги з теми "Girls"

1

ill, Straus Laura, ed. Girls, girls, girls. Kansas City, MO: Andrews McMeel Publishing, 2001.

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2

Scholl, Charley. Girls! Girls! Girls! Marshfield, WI: C. Scholl Productions, 1996.

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3

Black, Jonah. Girls, girls, girls. New York: Avon Books, 2001.

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4

Sinclair, Jay. No girly-girls allowed! New York: Disney Press, 2000.

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5

Sinclair, Jay. No girly-girls allowed! New York: Disney Press, 2000.

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6

Sinclair, Jay. No girly-girls allowed! New York: Disney Press, 2000.

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7

Peirone, Julia. Julia Peirone: Girls, girls, girls. Edited by Sjöström Johan, Påhlsson Camilla, Hellman Cyril 1971-, Östlind Niclas, Göteborgs konstmuseum, and Kalmar konstmuseum. Göteborg: Göteborgs Konstmuseum, 2018.

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8

Maryann, Cocca-Leffler. Girls Will Be Girls. New York: Grosset & Dunlap, 2003.

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9

Sarah, Cooper, ed. Girls! Girls! Girls!: Essays on women and music. London: Cassell, 1995.

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10

Sarah, Cooper, ed. Girls! Girls! Girls!: Essays on women and music. New York: New York University Press, 1996.

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Частини книг з теми "Girls"

1

Householder, April Kalogeropoulos. "Girls, Grrrls, Girls." In Feminist Theory and Pop Culture, 19–33. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-061-1_2.

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2

Brinkman, Britney G., Kandie Brinkman, and Deanna Hamilton. "Good Girls, Smart Girls, and Super Girls." In Girls' Identities and Experiences of Oppression in Schools, 28–41. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003111535-3.

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3

Monaghan, Whitney. "“Are Queer Girls, Girls?”." In Queer Girls, Temporality and Screen Media, 27–42. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55598-4_2.

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4

Anan, Nobuko. "Girls’ Time, Girls’ Space." In Contemporary Japanese Women’s Theatre and Visual Arts, 18–64. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137372987_2.

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5

Duffus, Rebecca. "Girls." In Autism, Identity and Me: A Professional and Parent Guide to Support a Positive Understanding of Autistic Identity, 41–45. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003350743-6.

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6

Houssier, Florian. "Girls." In Freud's Adolescence, 59–83. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003340898-4.

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Wilson, Cheryl A. "“A Girl Writing of Girls”." In Jane Austen and the Victorian Heroine, 127–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62965-0_5.

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8

Thelandersson, Fredrika. "Social Media Sadness: Sad Girl Culture and Radical Ways of Feeling Bad." In 21st Century Media and Female Mental Health, 157–207. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-16756-0_5.

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AbstractThis chapter turns to social media platforms and looks at the figure of the sad girl as she emerged online as an indirect response to a popular culture overtly focused on happiness. It discusses how she appeared on primarily Tumblr and Instagram, exploring the general sad girl discourses on these platforms as well as some examples that received extra attention. These include the artist Audrey Wollen and her sad girl theory, the girl group Sad Girls Y Qué, the Instagram club Sad Girls Club, the social media brand My Therapist Says, and prominent Instagram accounts. Here I look at the critical and acritical tendencies within the figure, acknowledging both the potentially subversive aspects of the activist-oriented sad girls and the more commercialized versions of popular sad girls. This chapter explores how Tumblr sad girls might be seen as resting in sadness; how relatability is employed as a political strategy by some Instagram sad girls; the ambivalence of normalization; and the limits of using commercial social media platforms for meaningful social action.
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Radic, Thérèse. "Melba’s Girls." In Melba, 151–73. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-08670-2_10.

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Althoff, Katharina, Juliane Dellwisch, Bastian Kuhlmann, and Hannes Teetz. "Kicking Girls." In Bildungspotentiale des Fußballs, 129–48. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-19502-1_5.

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Тези доповідей конференцій з теми "Girls"

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Elmore, Andrew Curtis, Cecilia Elmore, Erica Collins, John Conroy, Cristiane Q. Surbeck, and Jeff Cawlfield. "Girls Go Green, Girls Go Global!" In World Environmental And Water Resources Congress 2012. Reston, VA: American Society of Civil Engineers, 2012. http://dx.doi.org/10.1061/9780784412312.065.

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Xavier de Melo do Nascimento, Bárbara, Eliza Sakazaki, Luana Matos, Maryana Oliveira Ananias, Aline Souza de Paula, Maura Angelica Milfont Shzu, Suzana Avila, et al. "Fast Girls Project: Encouraging girls in STEM." In 24th ABCM International Congress of Mechanical Engineering. ABCM, 2017. http://dx.doi.org/10.26678/abcm.cobem2017.cob17-2445.

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Hassan, Hassan. "Girls’ Abuse in Tanzania Rural Secondary Schools." In Proceedings of the 1st International Conference of Education. Dar es Salaam University Press, 2023. http://dx.doi.org/10.37759/ice01.2023.04.

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Considerable research has been conducted on the abuse of girls and women; however, there is little qualitative and smaller scale studies that are specific to Tanzania to provide particularised nuanced accounts of localised situations. Within a theoretical framework of African feminisms, this study explores the abuse of girls in one secondary school in a rural community of Tanzania. The data is from interviews and document review. The findings indicate that the girls experience sexual, physical, verbal or psychological abuse at school at the hands of their male teachers, which impact largely negatively upon their education. Despite such abuse of power by male teachers, it was observed that male teachers remain shielded from the consequences of sexually assaulting young school-girls, a situation which impedes efforts aimed to promote the education of the girl-child. The results provide crucial evidence on how to propose community-based interventions for preventing the abuse of the girlchild in schools.
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Zulu, Charles William. "Educating Girls: A Critical Analysis of the Impact of Keeping Girls in School Initiative, Petauke, Zambia." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5815.

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In 1997, the Minister of Education in Zambia then, Dr. S. Siyamujaye announced that schoolgirls who become pregnant would no longer be expelled. The girls who had been expelled in that year were allowed to return to school. The directive showed serious commitment towards the education of girls. Hence, the Re-Entry Policy mandates schools to allow girls who fall pregnant or left school due to early marriages back into school system (MOE,1997). // Further, in the pursuit to educate girls, the Government of the Republic of Zambia is working with cooperating partners to eradicate the vices and borrowed funds from World Bank in 2016 to support the ‘Girls' Education and Women's Empowerment and Livelihood. Through ‘Keeping Girls in School (KGS) initiative’ the government has been providing bursaries to girls whose parents/guardians were identified to be vulnerable and who were beneficiaries of the Social Cash Transfer Programme. // The project objective is to support the Government of Zambia to increase access to livelihood support for women and access to secondary education for underprivileged adolescent girls in extremely poor households in selected districts, and Petauke is among the benefiting districts in Zambia. // Despite all these efforts to educate the girl-child, mitigate teenage pregnancies and child marriages, the ministry has continued receiving reports of dropouts due to covid-19, high poverty levels, tradition and culture, teenage pregnancies and early marriages. // The findings revealed that the KGS initiative has positively impacted on girls’ education as Memory Lungu, a learner at Petauke Boarding Secondary School states, “The KGS initiative is good. This is because some of us, our parents cannot manage to pay for us in school. The Government is helping us through KGS and we are grateful” (MOGE Magazine 2021). // The investigation involved 32 out of 53 benefiting schools; sampled and interviewed 100 out of 2,767 beneficiaries. The researcher used mixed research methods. Qualitative and quantitative data were collected using the automated google form, one-on-one phone call interviews and also analysed some data using Microsoft excel. // Therefore, in order to keep pregnant dropouts and out-of-school girls in the education process, government should consider investing in open schooling as it provides access to distance and online methods which can support self-directed learning of Girls anytime and anywhere while on maternity leave or out-of-school.
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Mutisya, Sammy. "Increasing Maasai Girls’ Primary School Completion Rate and Transition Rate to Secondary School through a Community Based Learning Support System." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8836.

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This is project is designed using Commonwealth of Learning small grant. The project is to be implemented among indigenous Maasai ethnic groups of Kenya. Girl’s participation in education is a major concern among the Maasai Community of Kenya. Kenya government has given adequate attention on school enrollment and 100% transition to secondary school. However, out of all the girls that enroll in primary schools annually only 15% proceeds to secondary school. The goal of the project is to develop an out-of-school community based learning support system that ensures out-of-school primary school girls continue learning and those who dropout are reintegrated back to primary school at their rightful progression grade level. The learning support system utilizes gender responsive pedagogies in teaching and learning processes. The expected results is Community Based Learning Support System for out-of-school Maasai girls that pays attention to the specific learning needs of girls and boys.
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Akhter, Zobaida. "When Schools Shut: Child Marriage Start: Impact of Covid-19 on Education of Girl Child in Bangladesh." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3114.

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More than 15.5 percent of Bangladeshi girls had been forced into wedlock below the age of 15 whereas the marriage age in Bangladesh during a pandemic. With the recent reopening of Bangladeshi schools, authorities have been alarmed by the number of girls not attending classes. In Khulna district, North of Bangladesh recorded more than 3,000 child marriages in this district. The paper will assess and estimate the impact of the Covid-19 pandemic on the education of young girls. Some case studies will be conducted in the child marriage-prone district of Khulna. Technology is not the only solution to all problems, it needs infrastructure, access to the internet or mobile, and economic solvency to provide necessary things. Since the majority of schools have moved instruction online because of the pandemic, it is now important to give girls the tools to participate in distance learning techniques. Because thousands of girl brides in southern Bangladesh whose classroom seats have remained empty after reopening of school.
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Natarajan, Sowmya. "Girls teaching Girls: Mentoring Middle School students in Mathematics." In 2022 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2022. http://dx.doi.org/10.1109/isec54952.2022.10025217.

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Wilson, Ajya. "Black Girl–Led Research: Centering Black Girls in Transforming Schools." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2009143.

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Graham, Sandy, and Celine Latulipe. "CS girls rock." In the 34th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/611892.611998.

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Ashcraft, Catherine S. "Girls in IT." In Proceeding of the 44th ACM technical symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2445196.2445444.

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Звіти організацій з теми "Girls"

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Lewin, Tessa, Mariah Cannon, Vicky Johnson, Raisa Philip, and Priya Raghavan. Participation For, With, and By Girls: Evidencing Impact. Institute of Development Studies, September 2023. http://dx.doi.org/10.19088/rejuvenate.2023.001.

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This paper presents the findings of a review of publicly available, published evidence on the efficacy of development projects that self-identify as ‘girl-led’, both within academic literature and from established organisations working with girls. What is meant by ‘girl-led’, of course, varies hugely. Terms such as girl-led, girl-centred, and girl-focused are often defined fluidly and used interchangeably by various implementation agencies. Because our review contained a wide and diverse range of programme interventions, we divided this range into three categories during our analysis – for, with, and by girls. This paper focuses on ‘girl-led’ work, rather than, for example, a gender-based approach to addressing girls’ rights.
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Higgins, Mary. Dirty Girls. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5556.

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Lloyd, Cynthia, and Juliet Young. New Lessons: The Power of Educating Adolescent Girls—A Girls Count Report on Adolescent Girls. Population Council, 2009. http://dx.doi.org/10.31899/pgy17.1011.

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Phillips, Lynn M. Phillips. Speak for Yourself: What Girls Say about What Girls Need. Philadelphia, PA United States: Public/Private Ventures, December 2002. http://dx.doi.org/10.15868/socialsector.2.

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EdTech Hub, EdTech Hub. Girls’ Education and Technology: Evidence from the Girls' Education Challenge. EdTech Hub, January 2021. http://dx.doi.org/10.53832/edtechhub.0060.

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Pritchett, Lant, and Marla Spivack. Understanding Learning Trajectories Is Key to Helping Adolescent Girls. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/032.

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There is a growing consensus among national governments and development partners about the importance of girls’ education. This is reflected in the UK government’s commitment to quality education for every girl for 12 years, and in targets for increasing girls’ schooling and learning adopted by the Group of 7 (G-7) countries at their meeting in mid-2021 (G7, 2021). The emergence of this consensus comes at a critical time. Education systems in low- and middle-income countries are facing a learning crisis, with many systems failing to equip children with the foundational skills they need to reach their full potential. Within this movement for girls’ education, much attention is focused on the unique challenges adolescent girls face, and on programmes to help girls stay in school. But designing interventions without sufficient understanding of the drivers of adolescent girls’ challenges will leave policy makers frustrated and girls unaided. To help adolescents reach their full potential, we must first understand what is undermining their progress in the first place. Understanding learning trajectories (how much children learn over time) is key to helping both today’s and tomorrow’s adolescent girls. This insight note briefly explains what learning trajectories are and then offers six analytical insights about learning trajectories that can inform education systems reforms to ensure that every girl meets her full potential.
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Austrian, Karen. Girls' leadership and mentoring. Population Council, 2012. http://dx.doi.org/10.31899/pgy9.1035.

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Temin, Miriam, Mark Montgomery, Sarah Engebretsen, and Kathryn Barker. Girls on the Move: Adolescent Girls & Migration in the Developing World. Population Council, 2013. http://dx.doi.org/10.31899/pgy11.1007.

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Brady, Martha, and Arjmand Banu Khan. Letting Girls Play: The Mathare Youth Sports Association's football program for girls. Population Council, 2002. http://dx.doi.org/10.31899/pgy17.1015.

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Gelfeld, Vicki, and Patty David. Girls and Guys Getaways: Infographic. AARP Research, October 2015. http://dx.doi.org/10.26419/res.00113.002.

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