Дисертації з теми "Girls"
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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.
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.
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.
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.
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/.
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).
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.
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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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.
Akun, Selen. "Teenage Girls." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606860/index.pdf.
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.
Blakeslee, Vanessa. "BISTRO GIRLS." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2094.
M.A.
Department of English
Arts and Sciences
English
Lowy, Maya. "Lost Girls." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2169.
Dulanto, Andrea. "Apocalypse girls." FIU Digital Commons, 2008. http://digitalcommons.fiu.edu/etd/3097.
Chávez, López Paula. "Gilmore Girls." La Mirada de Telemo, 2012. http://repositorio.pucp.edu.pe/index//handle/123456789/20290.
Smith, Grace B. "Austen Girls." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/925.
Gomero, Cervantes Javier Alfonso, Martinez Maria Milagros Inca, Cahuaya Luis Arturo Jacho, and Castromonte Génesis María Soledad Melo. "Empowered Girls." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/624595.
Empowered Girls, is a project created to meet the needs found in Peru, specifically in the C socioeconomic strata. It was conceived to meet the hankering of women to feel included, to belong and to have the same opportunities and prerogatives that the ‘machismo’ of our culture and society currently acknowledge to men. The result of our research determined that the term female empowerment is currently a trending topic and a very strong message that society embraces. For this reason, our target market is willing to invest in its personal development and improvement like Styling Advisory, Coaching, Soft Skills Empowering Workshops, etc., features of a growing market and actual development. Our business proposal for the market is to encourage and guide insecure, social unskilled women through the empowering process, make then able to acquire or enhance their skills and attitudes that lead them to a successful development in every environment of their lives their desire to master. All this through high impact differential advisory and post-sales follow up to assure cleared doubts and the satisfied needs of our customers. Social media will play the main role in our communicational strategy, mostly known as digital marketing, to assure an efficient diffusion of our project. This tool will help us generate new leads and to reach and interact with potential customers for following customer binding through feedback run in constant surveys and polls aiming a continuous improvement of our empowering services.
Trabajo de investigación
Higgins, Mary E. "Dirty Girls." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3672.
Wahome, Samatha. "Ain’t I a Girl: Black Girls Negotiating Gender, Race, and Class." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313436849.
Tsoulis-Reay, Alexa. "Convergence, concern & the "real" girl : teenage girls' everyday media cultures /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/4893.
Cheung, Siu-wan. "Factors affecting girls' choice of science in a girls' school." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3727790X.
Cheung, Siu-wan, and 張笑韻. "Factors affecting girls' choice of science in a girls' school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3727790X.
Francois, Samantha Yates. "Girls with influence : selling consumerism to teenage girls, 1940-1960 /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2003. http://uclibs.org/PID/11984.
Madden, Mary. "The Good Girl Bad Girl Dilemma: Exploring Rural Maine Girls' Sexual Desires, Behaviors, and Relationships." Fogler Library, University of Maine, 2000. http://www.library.umaine.edu/theses/pdf/MaddenM2000.pdf.
Hirak, Bridget A. "Girls Don't Spit." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1574345142457711.
Sowders, Thomas G. "Wallace Stevens girls." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/rp/sowderst/thomassowders.pdf.
Haire-Sargeant, Lin. "American girl to new woman : themes of transformation in books for girls, 1850-1925 /." Thesis, Connect to Dissertations & Theses @ Tufts University, 2004.
Director: Carol Houlihan Flynn. Submitted to the Dept. of English. Includes bibliographical references (leaves 296-307). Access restricted to members of the Tufts University community. Also available via the World Wide Web;
Rantala, V. (Vappu). "“Who run the world? Girls!”:analysis on girlhood, girl empowerment and girl empowerment organization GENaustin." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201306051491.
Sukupuoli vaikuttaa yksilön elämänkulkuun voimakkaasti koko eliniän ajan. Tämä vaikutus muokkautuu sen kulttuurin ja yhteiskunnan mukaan, jossa yksilö elää. Tytöille (kuten pojillekin) tämä aiheuttaa sekä positiivisia että negatiivisia seurauksia. Tässä pro gradu -tutkielmassa tarkastellaan nimenomaan tyttöjen hyvinvointiin ja ylipäätään tyttöyden kokemisen vaikuttavia tekijöitä, jotka on jaoteltu biopsykososiaalisen teorian mukaan. Tyttöyden katsotaan olevan kuitenkin myös kulttuurisesti ja sosiaalisesti rakentunutta, mikä ohjaa tutkimusprosessia. Tutkimuskontekstista puhutaan myös maantieteenä; tyttöyden maantieto -teoria perustuu Paula Bettisin ja Natalie Adamsin (2005) teokseen Geographies of Girlhood, jossa useat tutkijat puhuvat tyttöyden moninaisuuden puolesta. Tyttöjen voimaantumisen tutkimus on osa tyttötutkimusta ja siihen perustuvan toiminnan tavoitteena on tyttöjen kokonaisvaltainen voimauttaminen niin, että he pystyvät itse edistämään hyvinvointiaan. Tässä tutkimuksessa tyttöyttä ja erityisesti tyttöjen voimauttamista tarkastellaan biopsykososiaalisen teorian kautta, johon tyttöjen elinpiirin, maantieteellisen kontekstin (länsimainen, pohjoisamerikkalainen yhteiskunta) huomioon ottaminen. Tutkielma suosittaatyttöyteen liittyvien biopsykososiaalisten haasteiden kohtaamiseen voimaantumisen teoriaa ja sen soveltamista käytäntöön. Tyttöyden ja tyttöjen voimaantumisen teoreettista vahvistetaan yhden organisaation, texasilaisen GENaustinin, tapaustutkimuksella. Tutkija on kerännyt organisaation toiminnasta etnografisen aineiston, jonka perusteella hän arvioi tyttöjen voimaanuttamisen onnistumista ja niitä haasteita, joita tämän organisaation toimijat työssään kohtaavat. Teoreettisen tarkastelun ja tapaustutkimuksen perusteella päädytään painottamaan tyttöjen voimaantumisen tärkeyttä hyvinvoinnin edistäjänä; parempaan tulokseen tässä työssä päästään ottamalla huomioon maantieteellinen näkökulma, mikä ilmenee myös haasteissa, joita organisaatio kohtaa, kuten paikallisten tyttöryhmien homogeenisyys ja sponsorien mahdolliset rahoitukselle asettamat ehdot
Foley, Catherine. "Girls' perceptions of mathematics : an interpretive study of girls' mathematical identities." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/65926/.
Doyon, Pierre. "Girls don't do wires: an exploration of adolescent girls' media production." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86619.
Les filles représentent 50 pour cent de tous les étudiants du secondaire dans les cours d'informatique; pourtant elles comptent pour seulement 17 pour cent des étudiants qui se présentent aux examens d'entrée à l'université en informatique (Kearney, 2006). Parmi celles-ci, seulement 13% travaillent aux États-Unis comme programmeurs (EKOS, 2004), faisant partie d'un réseau patriarcal établi qui soutient le point de vue normatif d'une culture masculine qui domine les médias. fr
Cette étude de professeur-chercheur cherche à déterminer les causes du faible pourcentage d'étudiantes du secondaire qui continuent leurs études vers des niveaux supérieurs ou qui se dirigent vers des carrières dans le domaine de la production de médias. Cette étude est faite au moyen d'une analyse qualitative de treize étudiantes et de six étudiants du secondaire, puisant en particulier dans des données recueillies dans des groupes de production de vidéos dans plusieurs salles de classes du secondaire. L'étude utilise un cadre analytique d'études culturelles qui regarde les textes de base (les vidéos réels produits dans la classe de médias), les textes du producteur (à l'aide de sondages, de questionnaires, de journaux et d'entrevues avec les producteurs étudiants), et du texte environnemental (où les vidéos sont produites). Une analyse des films produits montre une aptitude générale chez les filles à utiliser les nouveaux médias pour produire des films, mais en même temps montre un manque d'intérêt pour la poursuite d'une carrière dans la production de médias.
Une deuxième conclusion montre qu'il y a des différences marquantes entre les productions faites par des filles et celles faites par des garçons et il est clair que les filles ont tendance à exprimer leurs récits au moyen d'entrevues, en se servant des autres pour raconter leur histoire alors que les garçons ont plutôt tendance à faire leur récits en utilisant une intrigue simple et qui cherche à amuser. L'intérêt montré par les étudiantes pour ce genre laisse supposer un besoin de mettre l'accent dans les écoles secondaires sur des méthodes d'entrevues introspectives de façon à encourager les étudiantes à créer des productions introspectives (aussi bien que des récits traditionnels), ce qui contribue à appuyer et à renforcer un intérêt dans la production de medias.
Vincent, Kendra N. "For the benefit of girls evaluating a girls' program in Appalachia /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0014267.
Connolly, Margot. "Lingering." Thesis, University of Iowa, 2018. https://ir.uiowa.edu/etd/6082.
Brodie, Melissa. "The breakaways : nineties girls /." Title page and introduction only, 1999. http://web4.library.adelaide.edu.au/theses/09AR/09arb8645.pdf.
Lawton, Stephanie D. "A girl with a book| Improving girls' secondary education in the developing world." Thesis, University of Colorado at Denver, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1605108.
In many countries, particularly in the developing world, a large number of girls are receiving little or no formal education, in spite of all of the benefits that education can confer. Education has intrinsic value, as girls can experience a sense of agency and empowerment when they are able to achieve their educational goals. It is also important to human development, and there are tangible benefits to be gained from educating girls. This study examines the effects of increased efforts to improve gender equality in education in the developing world. Specifically, I investigate many of the interventions that have been implemented for the purpose of improving girls? secondary education, and consider which have been the most effective, in terms of both numbers of girls in school and the quality of their educational experience. In evaluating quality, I specifically consider what ramifications the different strategies have for girls? capabilities as informed by Martha Nussbaum?s conception of the capabilities approach. The data come primarily from published papers and reports from a variety of countries, and also include a small amount of firsthand information that I collected from contacts that I met during recent travel in Uganda and Rwanda. Details from people who work in schools and in education-related NGOs in these countries, and who have seen up-close the effects of different interventions on girls? education, are utilized to add depth and personal insights to the data from the published reports. At the conclusion of the study, I make recommendations, with girls? capabilities in mind, about which interventions I think are the most beneficial and worth pursuing. Which strategies are the most effective at improving girls? access to schools and the experiences they have once they are there? Those that specifically address issues of quality, rather than just access, seem likely to have the most beneficial effects on girls? capabilities.
Amy, Worrall. "Not a Girl, Not yet a Woman. : How do I look at Girls?" Thesis, Konstfack, Keramik & Glas, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-6336.
Wolbe, Susan C. "The Impact of Kolot's Rosh Hodesh: It's a Girl Thing! on Adolescent Girls." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4922/.
Conaway, Sandra B. "Girls who (don't) wear glasses the performativity of smart girls on teen television /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1182800368.
White, Laura S. "Reducing Stress in School-Age Girls: Mindful Awareness for Girls through Yoga (MAGY)." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1415.
This randomized intervention study examined the efficacy and feasibility of a stress reduction program using mindful movement to decrease levels of perceived stress, facilitate coping, enhance self-esteem, and self-regulation in school-age girls. School-age children experience stressors with serious sequelae and need to respond with multiple coping strategies. Girls use maladaptive coping strategies and report lower self-esteem. Evidence-based interventions for stress management in children are scant, contributing to missed opportunities for preventing illness and promoting health. Mindfulness-based stress reduction is a training program of awareness-based practices, including yoga, which was adapted to the development of school-age girls. The questions included: (1) To what extent do school-age girls who participate in an eight week mindful movement intervention report significantly different levels of perceived stress, effectiveness and number of coping strategies, levels of self-esteem, and self-regulation than girls in a wait-list control group? (2) To what extent is the dose of mindful movement inversely correlated with perceived stress and positively correlated with effectiveness and number of coping strategies, self-esteem, and self-regulation? A sample of fourth and fifth grade girls was recruited from two public schools randomized as intervention and wait-list control. The intervention group met one hour a week for eight weeks and completed ten minutes of daily homework. Repeated Measures Analysis of Variance with an intention to treat analysis (n=155) was used. No differences between groups were found. Both groups reported increased self-esteem and self-regulation over time. Compared to the control group, the intervention group was more likely to increase their frequency of coping (p< .05). The amount of home yoga practice predicted an increase in stress scores. Supplemental analyses found the intervention group was more likely to report increasing stress appraisals (p<.01). Coping frequency and stress appraisal scores were not correlated at Time 1 in the intervention group, but were positively correlated at Time 2. The intervention group may have become more aware of feelings associated with stress and generated coping, or may have experienced increasing stress as part of mindfulness training. School-based mindfulness interventions are feasible and may be coordinated by school nurses, but require more investigation. Limitations, implications, and suggestions for future research are discussed
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing
Kuwata, Naoko. "Making girls modern : the introduction of uniforms for Japanese school girls, 1914-1939." Thesis, University of Manchester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725643.
Conaway, Sandra B. "Girls Who (Don’t) Wear Glasses: The Performativity of Smart Girls on Teen Television." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182800368.
Kahumoku, Emily Pearl Vazsonyi Alexander T. "Objectification culture a study of the relationships between objectified body consciousness, mental health, body image and risky sexual behavior in adolescent females /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Human_Development_and_Family_Studies/Thesis/Fessler_Emily_35.pdf.
Gosling, Juliet. "Virtual worlds of girls : exploring the 20th-century British genre of girls' school stories." Thesis, University of Kent, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369642.
Billingsley, Cryslynn C. "What about Us? For Girls between Worlds| How Black Girls Navigate White High Schools." Thesis, University of Missouri - Saint Louis, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977071.
This qualitative study is about the experiences and challenges Black girls have while attending predominantly White high schools and what they are doing to navigate that particular space. The purpose of this study was to explore and understand more about how Black girls navigate White space as minority members of a system that was not originally intended for them. Through semi-structured interviews, Black girls were asked directly to share their lived experiences. This study hopes to illuminate and amplify the voices of Black girls and help others see them by giving them a platform to discuss and tell their stories. It also aims to create agency in Black girls by asking them to examine the challenges they face while attending predominantly White high schools and how they navigate that particular setting and make it work for them.
So, Lai-ying Lisa. "A cross-sectional study of skeletal, dental, physical growth and sexual maturity of 12-year-old southern Chinese girls in Hong Kong." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B3195389X.
Pi, Tsui-man Angelina. "Redevelopment of Diocesan Girls' School." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B31983029.
Includes special report study entitled : The role of computers in future education : implications on school & classroom design. Includes bibliographical references. Also available in print.
Pi, Tsui-man Angelina, and 畢翠文. "Redevelopment of Diocesan Girls' School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31983029.
Jacobs, Andrea Elizabeth. "Girls and examinations, 1860-1902." Thesis, University of Winchester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274440.
Abreu, Bruna Batista. "Eleven things that girls love." Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/100778.
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In Brazil, the comic books Turma da Mônica are very popular and widely read. In 2008, a new comic book from the same brand, called Turma da Mônica Jovem, was released. It presents the same characters eight years older, as adolescents, involved in several activities, ranging from supernatural to everyday-life ones. Considering gender issues in contemporary society and the impact media texts have in readers' lives, the present study aims at unveiling the representations of femininity linguistically construed as regards the female characters in Turma da Mônica Jovem. The issues selected are the ones delivered between August 2008 and July 2011 dealing with everyday-life experiences. The investigation involves a detailed verbal and visual analysis of one story in one of the issues, entitled Eleven things that girls love, and an intertextual analysis in which the other selected issues are also considered. The theoretical background supporting such analysis includes systemic-functional linguistics, grammar of visual design, critical discourse analysis, and gender studies. Deriving from the detailed analysis, four analytical categories regarding the representations of femininity in the comic book arose: (1) concerns about boys; (2) financial and emotional dependence; (3) concerns about social status; and (4) concerns about physical appearance. These categories are discussed and expanded to the other selected issues, which provide further textual evidence for the findings. It was observed that although there are some discursive changes in certain events in some issues of Turma da Mônica Jovem, the comic book in general reinforces several gendered discourses.
Gibis da Turma da Mônica são bastante populares e amplamente lidos no Brasil. Tamanho sucesso permitiu que em 2008 fosse lançada uma nova publicação, a Turma da Mônica Jovem. Neste lançamento, os mesmos personagens são apresentados oito anos mais velhos, como adolescentes, envolvidos em diversas atividades, tanto sobrenaturais como também as chamadas aventuras do dia a dia. Considerando questões de gênero e o impacto que textos de mídia podem causar nos leitores, o presente estudo tem como objetivo investigar as representações de feminilidade linguisticamente construídas no novo gibi. Os números selecionados foram lançados entre Agosto de 2008 e Julho de 2011 em que os personagens lidavam com aventuras do dia a dia. A pesquisa envolve uma análise verbal e visual detalhada de uma estória em um dos números, intitulada Onze coisas que as garotas amam, e uma análise intertextual em que os outros números selecionados também são considerados. O arcabouço teórico inclui a linguística sistêmico-funcional, a gramática visual, a análise crítica do discurso, e estudos em gênero social. Partindo da investigação detalhada, quatro categorias de análise acerca da representação de feminilidade no gibi se revelaram: (1) preocupação com garotos; (2) dependência financeira e emocional; (3) preocupação com status social; e (4) preocupação com aparência física. Estas categorias são discutidas e expandidas para as outras edições selecionadas, que proporcionam evidências textuais para os resultados. Observou-se que embora haja algumas mudanças discursivas em certos eventos em algumas edições da Turma da Mônica Jovem, o gibi ainda reforça vários discursos engendrados.
Grimes, Jessica L. "God's plan for teenage sexuality developing three equipping sessions to teach healthy, biblical sexuality to teenage girls : a research project and equipping sessions /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p074-0066.
Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.
Suddath, Suzanne Virginia. "Engaging girls in the use of technology : codifying software design characteristics that address girls' needs." Thesis, Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/17522.
Bodey, Katrina Renae Wood Julia T. "Who are they to judge? reconceptualizing voice and resistance in girls' lives through girls' perspectives /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2363.
Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Communication Studies." Discipline: Communication Studies; Department/School: Communication Studies.
Taylor, Margaret A. Paulsen. "An interpretive study of the health experiences of runaway and homeless girls." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035986.