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Relevant bibliographies by topics / Girl

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Academic literature on the topic 'Girl'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 March 2023

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Journal articles on the topic "Girl"

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Busche, Mart. "A girl is no girl is a girl_: Girls-work after queer theory1." Pedagogy, Culture & Society 21, no. 1 (March 2013): 43–56. http://dx.doi.org/10.1080/14681366.2012.748677.

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Oliver, Kimberly L., Manal Hamzeh, and Nate McCaughtry. "Girly Girls Can Play Games / Las Niñas Pueden Jugar Tambien: Co-Creating a Curriculum of Possibilities with Fifth-Grade Girls." Journal of Teaching in Physical Education 28, no. 1 (January 2009): 90–110. http://dx.doi.org/10.1123/jtpe.28.1.90.

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Drawing on feminist, poststructural, and critical theories, the purpose of this research was to understand 5th-grade girls’ self-identified barriers to physical activity and work with them to find ways of negotiating those barriers in order to increase their physical activity opportunities. We worked with 11 girls in two elementary schools in southwestern United States. Data were collected over the 2005–2006 school year. Data sources included (a) 23 transcribed audio recordings, (b) field notes, (c) planning notes, (d) task sheets, (e) artifacts created by the girls and the principal investigator, and (f) photos the girls took. Our interpretations are presented in two sections. First, the girls explained that being a “girly girl” hindered their activity participation because a “girly girl” does not want to “sweat,” “mess up her hair and nails,” “mess up her nice clothes,” and sometimes wears “flip-flops.” Second, we discuss how we and the girls created a curriculum of possibilities that culminated in developing a book of physical activities that girly girls would enjoy.

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Zarchi, Nurit, and Lisa Katz. "Girl Inside Girl inside Girl." World Literature Today 78, no. 3/4 (2004): 36. http://dx.doi.org/10.2307/40158496.

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Zenz Adamshick, Pamela. "The Lived Experience of Girl-to-Girl Aggression in Marginalized Girls." Qualitative Health Research 20, no. 4 (February 10, 2010): 541–55. http://dx.doi.org/10.1177/1049732310361611.

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Forbes-Genade, Kylah, and Dewald van Niekerk. "GIRRL power! Participatory Action Research for building girl-led community resilience in South Africa." Action Research 17, no. 2 (February 12, 2018): 237–57. http://dx.doi.org/10.1177/1476750318756492.

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This article aims to crystallize the contributions of the Girls in Risk Reduction Leadership (GIRRL) Program in building resilient communities through the integration of adolescent girls into local level decision-making and action for reducing disaster risk. Disadvantaged adolescent girls carry a double burden derived from vulnerability associated with gender and age within the context of disaster risk. Girls often face greater danger than boys or adults and are perceived as powerless. Their needs go unheard and capacities ignored because of their exclusion from decision-making and social participation. Efforts to reduce risk must be inclusive of the needs of vulnerable populations. Despite global calls for the inclusion of women, children, and youth in risk reduction policy and planning, its application has been insufficient. The GIRRL Program, utilizing Participatory Action Research, helped to catalyze the capacities of girls through personal empowerment to drive the agenda for inclusive involvement of vulnerable populations to build community resilience. The paper will document the contributions of the GIRRL Program to improving community resilience through engaging decision-making, facilitating multi-sectoral understanding of vulnerability and risk, validating the importance of girls in risk reduction, creating capacity to manage girl-led processes, and strengthening risk reduction through local girl-led activities.

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Boschma, Marieke, and Serena Daalmans. "What a Girl Wants, What a Girl Needs: Analyzing Postfeminist Themes in Girls’ Magazines." Media and Communication 9, no. 2 (March 23, 2021): 27–38. http://dx.doi.org/10.17645/mac.v9i2.3757.

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Girls’ magazines play an important role in the maintenance of gender perceptions and the creation of gender by young girls. Due to a recent resurgence within public discussion and mediated content of feminist, postfeminist, and antifeminist repertoires, centered on what femininity entails, young girls are growing up in an environment in which conflicting messages are communicated about their gender. To assess, which shared norms and values related to gender are articulated in girl culture and to what extent these post/anti/feminist repertoires are prevalent in the conceptualization of girlhood, it is important to analyze magazines as vehicles of this culture. The current study analyzes if and how contemporary postfeminist thought is articulated in popular girl’s magazines. To reach this goal, we conducted a thematic analysis of three popular Dutch teenage girls’ magazines (N = 27, from 2018), <em>Fashionchick</em>, <em>Cosmogirl</em>, and <em>Girlz</em>. The results revealed that the magazines incorporate feminist, antifeminist, and as a result, postfeminist discourse in their content. The themes in which these repertoires are articulated are centered around: the body, sex, male–female relationships, female empowerment, and self-reflexivity. The magazines function as a source of gender socialization for teenage girls, where among other gendered messages a large palette of postfeminist themes are part of the magazines’ articulation of what it means to be a girl in contemporary society.

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Borovikova Armyn, Masha. "A Girl Is a Girl, Is a Girl, Is a Girl." Studies in Gender and Sexuality 21, no. 1 (January 2, 2020): 65–68. http://dx.doi.org/10.1080/15240657.2020.1721148.

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Nichols, Martha, Rosemary L. Bray, and bell hooks. "Good Girl, Bad Girl." Women's Review of Books 15, no. 12 (September 1998): 16. http://dx.doi.org/10.2307/4023046.

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Bailey, Aimee. "“Girl-on-girl culture”." Journal of Language and Sexuality 8, no. 2 (August 20, 2019): 195–220. http://dx.doi.org/10.1075/jls.18013.bai.

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Abstract This article investigates the construction of sex advice for queer women as it features on the world’s most popular lesbian website, Autostraddle. Based in the United States, the website is a “progressively feminist” online community for lesbian, bisexual and other queer women. Using multimodal critical discourse analysis and corpus linguistics, this article explores how representations of sexual and gender identity facilitate the construction of homonormativity on the website. It argues that these representations involve a tension between exclusivity and inclusivity. On the one hand, Autostraddle wants to construct an exclusive markedly lesbian subjectivity and a subcultural model of lesbian sex, which is lacking in mainstream culture. On the other hand, it aims to be inclusive of transgender and bisexual women, and to deconstruct the idea of sexual homogeneity. Findings show that Autostraddle discursively negotiates these competing goals to construct a distinctly “queer female” normativity centred on young cisgender feminine lesbians.

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Crowell, Bradley L. "Good Girl, Bad Girl." Biblical Interpretation 21, no. 1 (2013): 1–18. http://dx.doi.org/10.1163/15685152-1049a0001.

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Dissertations / Theses on the topic "Girl"

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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.

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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.

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Gender has a strong impact on individual’s entire life course. However, this impact is also shaped by the culture and society the individual lives in. For girls (and for boys) the consequences of being of certain gender may be positive as well as negative. This master’s thesis focuses on the factors that contribute to the well-being of girls, and more generally, on how girlhood is experienced. These factors are divided according to the biopsychosocial approach, but it is acknowledged that girlhood is constructed culturally and socially too, which guides the research process. Research context is here seen as ‘geography’ according to the theory deliberated in the book Geographies of Girlhood(2005), edited by Paula Bettis and Natalie Adams, in which several authors speak for the diversity of girlhood. Research on girls’ empowerment is part of girlhood studies aiming at empowering the girls holistically; through empowerment girls are equipped to act upon their own well-being. In the study girlhood and girl empowerment are observed through the lens of biopsychosocial theory, taking into consideration the girls’ living environment, i.e. the geographical context (Western, North American society). It is argued that many of the biopsychosocial challenges of girlhood might best be solved with empowerment theory turned into practice. The theoretical discussion on girlhood and girl empowerment is supported by a case study of one of the North American girl empowerment organizations, GENaustin,Texas, where ethnographic data was collected. Based on the analysis of the data, the researcher evaluates how successful the project of empowering the girls was and also, what were the challenges people working for this organization needed to cope with. The conclusions drawn from the theoretical consideration and the case study show that the empowerment of girls is of vital importance for their well-being and further, that in order to get good results, the geographical perspective should be recognized; this became obvious when analyzing the challenges that the organization needed to solve, such as the homogeneity of the local girl groups and prerequisites for funding set by the sponsors
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

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McWilliam, Kelly. "Girl Meets Girl: Lesbian Romantic Comedies." Thesis, University of Queensland, 2006. https://eprints.qut.edu.au/12503/1/12503.pdf.

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Six decades after the romantic comedy emerged as a Hollywood genre in 1934, the first romantic comedies with a central lesbian couple, including Marita Giovanni’s Bar Girls and Rose Troche’s Go Fish, were released in 1994. This study argues that Bar Girls and Go Fish represent the first in a group of films whose numbers and similarities enable their consideration as a romantic comedy sub-genre, namely the ‘lesbian romantic comedy’. This study identifies and analyses this sub-genre. It contends that these films have emerged as the predominant (and perhaps only) form of mainstream lesbian feature film in the United States of America in the mid to late 1990s and early 2000s. Yet, despite their relative prominence for more than a decade, they remain vastly under-examined areas in scholarship on both film genre and lesbian culture. This project aims to contribute to these areas by producing the first full-length survey of the sub-genre and the first study of any length to focus exclusively on it. This study concentrates on ten lesbian romantic comedies: Bar Girls (1994), Go Fish (1994), Maria Maggenti’s The Incredibly True Adventure of 2 Girls in Love (1995), Kelli Herd’s It’s in the Water (1996), Julia Dyer’s Late Bloomers (1996), Emma-Kate Croghan’s Love and Other Catastrophes (1996), Heidi Arnesen’s Some Prefer Cake (1997), Anne Wheeler’s Better than Chocolate (1999), Jamie Babbit’s But I’m a Cheerleader (1999), and Helen Lesnick’s A Family Affair (2001). While this project employs textual analysis as its primary methodology to examine these films, these analyses take place more broadly within a public sphere framework. Consistent with a wider shift in analyses of lesbian and gay cultural products, this framework allows a consideration of the larger public stakes of lesbian romantic comedies and, in particular, their introduction of lesbian content into a heterocentric genre. Specifically, this project argues that the introduction of lesbian content—or the replacement of ‘boy meets girl’ with ‘girl meets girl’—destabilises the genre in significant ways, but that the genre itself equally restricts the representation of lesbianism possible within it. Ultimately, this project proposes a reading of lesbian romantic comedies as conservative and progressive, conventional and subversive, but as nonetheless complex texts that offer a range of pleasures and readings to their audiences and a range of challenges to the genre itself. Such a reading reveals the complexity and negotiation inherent in these films’ position as independent films presenting culturally and politically marginal content in a mainstream genre.

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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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Constant, Alice. "Girl power? : young women, girl bands, femininities and feminisms." Thesis, Manchester Metropolitan University, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246480.

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The thesis is an exploration of how young women are embedded within and (re)construct discourses of gendered identity within consumerist/capitalist culture, in relation to popular music. Theoretical analysis is juxtaposed throughout with interviews I conducted with 46 young women aged between 11 and 18 years old which took place in schools and a youth centre in Manchester and Salford. The importance placed on the interviews reflects my attempt to privilege young women as the primary focus of the research. The interviews were a means of situating young women's discursive engagement with popular culture in relation to gender identities. The main body of the thesis begins with an exploration of how young women are situated in relation to discourses of social class, ethnicity and sexuality, including how social class connects with young women's lives in relation to popular culture, how to theorise blackness and whiteness, and ways of opening up discussions of both heterosexuality and homosexuality. I then widen the remit of the thesis, by considering where the young women I interviewed are situated in relation to discourses of femininity, utilising theories of the 'male gaze', and of representations of the feminine in popular culture. How these young women's lives relate to feminisms, and feminist work, particularly in relation to structural inequalities, equal rights and sexual behaviour, are then investigated. Finally, the thesis analyses the extent to which the young women's talk in the interviews constructs themselves and others as individual consumers, and examines how this may impact on young women's lives. The thesis concludes how young women's accounts are embedded in a discourse of individualism. Societal structures which help to construct or maintain gendered, racial or sexual inequalities are often ignored in the young women's talk, since the individual as consumer is situated at the centre of their talk. Forms of feminism which attempt to explore inequalities beyond those of 'equal rights' then fail to impact on the young women as an audience. The young women's talk demonstrates that inequalities continue to exist in their lives, and yet popular culture does little to provide solutions or even acknowledgement of these inequalities. I suggest that since the analysis of the thesis has indicated that available feminisms have often failed to engage with young women in meaningful ways, in the future feminists need to highlight ways of challenging inequalities which young women encounter in their day-to-day lives.

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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.

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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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Svensson, Calle. "The Final Girl." Thesis, Högskolan Dalarna, Bildproduktion, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-24055.

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Den här vetenskapliga uppsatsen analyserar den kvinnliga huvudkaraktären Laurie Strode i John Carpenters original och Rob Zombies remake av slasherfilmen Halloween. Uppsatsens syfte är att studera hur samma karaktär har porträtterats ur ett feministiskt perspektiv och hur vi kan förstå dem utifrån de epoker de skapades i. Med en semiotisk analysmetod besvaras hur porträtteringen skiljer de två filmerna åt. Detta genom att analysera karaktärens denotation och konnotation både visuellt och i dialog. Med hjälp av feministisk filmforskning belyser uppsatsen hur filmen Halloween och slashergenren har vidare utvecklats med tiden. Begreppen Hora-Madonna-komplexet och the Final Girl samt forskning kring kvinnor i skräckfilmer används för att förankra tolkningen. Resultatet visar att denna utveckling lett till en mer öppen och tillåtande porträttering av en kvinna utan att med detta lämna den grund som slasherfilmer byggs på. Den visar också på hur filmens remake har frångått vissa begrepp som man kan anse centrala för slashergenren utan att förlora möjligheten att titulera sig som en sådan.

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Medina, Veronica E. "Theorizing American girl." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4975.

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Thesis (M,A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 30, 2007) Includes bibliographical references.

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Meredith, Angela Marie. "THE NEW GIRL." Master's thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4367.

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The New Girl is a collection of poems in which the poet assumes a direct, unfeigned voice. These rhythmic poems cover the deeply personal to the universal and social. The body is presented as a record of experiences both good and bad. Feminist issues pertainingto marriage, work, and sexuality are explored. Whether the poem is about a personal relationship or some aspect of society, it is likely to be multi-dimensional and suggest a duality. Overall, the poems are rooted in the spiritual and attempt to relate, with holistic honesty, a sense of reverence for the impure parts of life.
M.A.
Department of English
Arts and Sciences
English

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Gerrard, Bambi. "Everybody els's girl." Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/61.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
English

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Books on the topic "Girl"

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Girl boy girl. New York: Seven Stories Press, 2008.

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1984-, Elliott Laura, ed. Girl to girl. Huntsville, Ala: Pub. Designs, 2005.

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M, Kelly Deirdre, and Pomerantz Shauna, eds. Girl power: Girls reinventing girlhood. New York: Peter Lang, 2009.

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Poor girl, rich girl. New York: Scholastic, 1992.

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Boy, girl, boy, girl. New York: Bantam Books, 1989.

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Oates, Joyce Carol. Black Girl/White Girl. New York: HarperCollins, 2006.

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Black girl, white girl. Anstey: F.A. Thorpe, 1991.

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Moyes, Patricia. Black girl, white girl. Boston, Mass: G.K. Hall, 1991.

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Anholt, Laurence. Stone girl bone girl. London: Picture Corgi, 2000.

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Baldwin, Faith. Rich girl, poor girl. Thorndike, Me: Thorndike Press, 1993.

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Book chapters on the topic "Girl"

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Jackson-Schebetta, Lisa. "Girl/Not Girl." In Monsters in Performance, 87–98. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003137337-9.

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Farhall, Kate. "“Girl-on-girl confessions!”." In Sex, Feminism and Lesbian Desire in Women’s Magazines, 86–116. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Feminism and female sexuality: Routledge, 2020. http://dx.doi.org/10.4324/9780429276156-4.

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Lockhart, Hillary. "Little Girl, Little Girl." In Reflect & Write, 20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237686-8.

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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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Abbitt, Erica Stevens. "To Girl or Not to Girl." In The Theatre of Naomi Wallace, 169–87. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137017925_14.

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Bendel, Oliver. "Hologram Girl." In AI Love You, 149–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19734-6_8.

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Wilson, Jeffrey R. "Girl power." In Shakespeare and Game of Thrones, 85–91. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003039662-15.

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Vidor, Charles. "Cover Girl." In 100 Film Musicals, 48–50. London: British Film Institute, 2011. http://dx.doi.org/10.1007/978-1-84457-568-8_17.

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Wyler, William. "Funny Girl." In 100 Film Musicals, 76–77. London: British Film Institute, 2011. http://dx.doi.org/10.1007/978-1-84457-568-8_29.

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Talalay, Rachel. "Tank Girl." In 100 Cult Films, 195. London: British Film Institute, 2011. http://dx.doi.org/10.1007/978-1-84457-571-8_86.

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Conference papers on the topic "Girl"

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Bertermann, Kecia, and Chris Turner. "Rethinking girl data: The Girl Impact Map." In 2015 IST-Africa Conference. IEEE, 2015. http://dx.doi.org/10.1109/istafrica.2015.7190591.

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Treuting, Jennifer. "Bubble girl." In ACM SIGGRAPH 2006 Computer animation festival. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1179196.1179207.

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Gomez, Caroline. "Beck "Girl"." In ACM SIGGRAPH 2007 computer animation festival. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1281740.1281760.

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Samuell, Gemma. "Lux "Neon Girl"." In ACM SIGGRAPH 2008 computer animation festival. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1400468.1400516.

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Gartel, Laurence M. "Millennium girl, 1997." In ACM SIGGRAPH 98 Electronic art and animation catalog. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/281388.281585.

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Kelonye, Festus B., Isaac Ipara Odeo, Ooko Selline, Nashon Samson, and Godfrey S. Juma. "Contextual Enablers and Hindrances of Girl Child Participation in STEM Education in a Kenyan County: A Case Study." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3101.

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In Kenya, student performance in sciences and Mathematics is still low compared to artoriented disciplines. The poor performance has affected not only the Girl child’s interest in these disciplines but also the number of girls that take STEM-oriented programs at tertiary levels. Several mitigating measures have been enacted although the situation has not changed much. This paper reports a study that explored contextual enablers and hindrances of Girl Child participation in STEM education in a Western Kenyan county. The study employed a case study approach by administering structured questionnaires, interview schedule and focused group discussion guide for data collection. The data were analyzed using both quantitative and qualitative methods and revealed that: 1) lesson development that connected science concepts to activities in the local context motivated and improved girl child’s participation and performance in contextualized learning activities and 2), familiarity with the materials and tools used in planning and implementing contextualized learning activities evoked the girl child’s enthusiasm and courage to exchange knowledge and ask more curiosity focused questions. Also revealed were hindrances including: 1) teachers’ initial training that did not prepare them for this way of teaching and it was not and has not been modeled for them during their preservice education or the ongoing professional development workshops; and 2) the exam driven nature of the curriculum serving as a hindrance to teacher innovation and creativity in instructional techniques. The study recommends a more creative and innovative teacher training system and focused research to monitor girl child participation and performance in STEM education. Keywords: Contextualized learning; Girl Child, STEM education; performance

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Kamberi, Shahnaz. "Exposing girls to computer science: Does the all-girl model really work?" In 2017 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2017. http://dx.doi.org/10.1109/isecon.2017.7910232.

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Shukla, Umesh. "The Girl Who Cried Flowers." In ACM SIGGRAPH ASIA 2008 computer animation festival. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1504271.1504307.

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Young, Alyson L., and Andrew D. Miller. ""This Girl is on Fire"." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300359.

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Ihuoma, Chinwe. "Achieving Sustainable Development Goal (SDG) 4 among Female Nomadic Children in Nigeria using Open and Distance Learning Strategies." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5898.

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Education is a basic human right that every child ought to enjoy. Sustainable Development Goal 4 is also to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all by year 2030. Nigeria recognizes education as a fundamental human right and is signatory to the Convention on the Rights of the Child (CRC). In 2003, the Government of Nigeria passed into Law the Child Rights Act aimed at facilitating the realization and protection of the rights of all children. Nigeria also enacted the Universal Basic Education (UBE) law, which provides for a 9-year free and compulsory basic education to fast-track education interventions at the primary and junior secondary school levels. Nomads have been defined as people; who mainly live and derive most of their food and income from raising domestic livestock. // They move from place to place with their livestock in search of pasture and water. Because of this, sending their children to school becomes a big issue for them and the girl child is the worst affected. Girl-child education is the education geared towards the development of the total personality of the female gender to make them active participating members of economic development of their nation. Education also helps girls to realize their potentials, thus enabling them to elevate their social status. This paper which adopts descriptive research design examined the factors hindering adequate participation of the nomadic girl child in formal Education. Religious factors and beliefs, poverty ,Parents’ attitude, underdevelopment and insecurity, Educational policy and home-based factors, were some of the hindering factors identified, among others. Ways of enhancing their participation were suggested and recommended, such as training in literacy and vocational skills, mobile education and improved political will. These will make the girl child become functional in the society.

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Reports on the topic "Girl"

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Robinson, Mackenzie, and MyungHee Sohn. Girl Gang. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1205.

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Graff, Haili. About a Girl. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1148.

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Temin, Miriam, and Craig Heck. Impact of community-based girl groups. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1015.

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Programs increasingly use community-based girl groups (CBGGs) to address risks and empower adolescent girls, but evidence on their impact is not always accessible to decision makers. A closer look at 30 CBGG programs in low- and middle-income countries found that CBGGs had the greatest reported success in improving health and gender attitudes and beliefs, while their effect on health behavior and status is mixed. Program implementers should consider CBGGs as a way to facilitate girls’ empowerment, with complementary measures to engage community members and to promote enabling environments for greater program impact. Increased interest and investment in CBGGs should be supported by greater investment in further research to bolster the evidence base.

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Austrian, Karen, and Dennitah Ghati. Girl-Centered Program Design: A Toolkit to Develop, Strengthen and Expand Adolescent Girls Programs. Population Council, 2010. http://dx.doi.org/10.31899/pgy11.1018.

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Hallman, Kelly. Indigenous Adolescent Girls’ Empowerment Network (IMAGEN): Adapting the Girl Roster™ for Lakota communities. Population Council, 2018. http://dx.doi.org/10.31899/pgy7.1019.

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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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Haberland, Nicole, Katharine McCarthy, and Martha Brady. Insights and evidence gaps in girl-centered programming: A systematic review. Population Council, 2018. http://dx.doi.org/10.31899/pgy7.1020.

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Baker, Michael, and Kevin Milligan. Boy-Girl Differences in Parental Time Investments: Evidence from Three Countries. Cambridge, MA: National Bureau of Economic Research, March 2013. http://dx.doi.org/10.3386/w18893.

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Krutikova, Sonya, and Alison Andrew. Evaluation of an adolescent girl intervention in Rajasthan, India - Pre-analysis plan. The IFS, January 2018. http://dx.doi.org/10.1920/re.ifs.2017.0139.

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Hallman, Kelly, Stephanie Martinez, Lisa Polen, and Angel del Valle. Reclamation: Returning to matrilineal traditions, building a new generation of indigenous Girl Societies. Population Council, 2020. http://dx.doi.org/10.31899/pgy16.1017.

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