Journal articles: 'Girl'

1

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), Fashionchick, Cosmogirl, and Girlz. 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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Taft, Jessica K. "Hopeful, Harmless, and Heroic." Girlhood Studies 13, no. 2 (June 1, 2020): 1–17. http://dx.doi.org/10.3167/ghs.2020.130203.

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There has been a notable increase in the public visibility of girl activists in the past ten years. In this article, I analyze media narratives about several individual girl activists to highlight key components of the newly desirable figure of the girl activist. After tracing the expansion of girl power discourses from an emphasis on individual empowerment to the invocation of girls as global saviors, I argue that girls are particularly desirable figures for public consumption because the encoding of girls as symbols of hope helps to resolve public anxieties about the future, while their more radical political views are managed through girlhood’s association with harmlessness. Ultimately, the figure of the hopeful and harmless girl activist hero is simultaneously inspirational and demobilizing.

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Slobe, Tyanna. "Style, stance, and social meaning in mock white girl." Language in Society 47, no. 4 (June 28, 2018): 541–67. http://dx.doi.org/10.1017/s004740451800060x.

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AbstractMock white girl(MWG) performances parody a linguistic and embodied style associated with contemporary middle class white girls in the United States. The article identifies bundles of semiotic resources in the stylization of the white girl persona—for example, creaky voice, uptalk, blondeness, and Starbucks—in three genres of MWG:Savior,Shit white girls say, andTeenage girl problems. While semiotic variables used to index the white girl persona are consistent across performances, there is significant variation in performers’ ideological stances relative to the mocked figure of personhood: white girls in the US are not ‘heard’ in any one way by all social actors. Contextualizing MWG performances through analysis of stance reveals critical variation in how the white girl is interpreted, evaluated, and produced as a meaningful social entity by diverse segments of the population. (Gender, mock, race, parody, persona, stance, style)*

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YOSHIDA, K. "Girl Reading Girl in Japan." Social Science Japan Journal 14, no. 1 (September 13, 2010): 111–14. http://dx.doi.org/10.1093/ssjj/jyq042.

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Hilu, Reem. "Girl Talk and Girl Tech: Computer Talking Dolls and the Sounds of Girls’ Play." Velvet Light Trap 78 (September 2016): 4–21. http://dx.doi.org/10.7560/vlt7802.

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Acosta-Alzuru, C. ""I'm an American Girl ... Whatever That Means": Girls Consuming Pleasant Company's American Girl Identity." Journal of Communication 52, no. 1 (January 1, 2002): 139–61. http://dx.doi.org/10.1093/joc/52.1.139.

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Alexander, Kristine. "Scouting for Girls: A Century of Girl Guides and Girl Scouts (review)." Journal of the History of Childhood and Youth 3, no. 3 (2010): 449–51. http://dx.doi.org/10.1353/hcy.2010.0010.

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Acosta-Alzuru, Carolina, and Peggy J. Kreshel. "“I'm an American Girl … Whatever That Means”: Girls Consuming Pleasant Company's American Girl Identity." Journal of Communication 52, no. 1 (January 1, 2002): 139–61. http://dx.doi.org/10.1111/j.1460-2466.2002.tb02536.x.

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Bent, Emily. "Reflections on Expanding Girls’ Political Capital at the United Nations." Girlhood Studies 13, no. 2 (June 1, 2020): 35–51. http://dx.doi.org/10.3167/ghs.2020.130205.

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Stories about girl activism circulate as exceptional narratives of individual girl power causing intergenerational partnerships and community collaborations to become invisible and apparently unnecessary to girl activist efforts. At the same time, practitioner-scholars attest that sharing authentic stories about intergenerational feminist praxis is difficult to do since it requires us to write with intentional vulnerability exposing the failures and tensions inherent to girl activism networks. In this article, I provide an autoethnographic exploration of the intergenerational processes involved with organizing Girls Speak Out for the International Day of the Girl at the United Nations. I draw inspiration from Lauren J. Silver’s methodological remix of youth-centered activism, and in doing so, reassess the impact and experience of leveraging girls’ political voices in spaces of normative power.

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Bettie, Julie, and Valerie Walkerdine. "Daddy's Girl: Young Girls and Popular Culture." Contemporary Sociology 27, no. 4 (July 1998): 386. http://dx.doi.org/10.2307/2655497.

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Croll, Elisabeth J. "From the girl child to girls' rights." Third World Quarterly 27, no. 7 (October 2006): 1285–97. http://dx.doi.org/10.1080/01436590600933669.

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Wang, Diana M., and Anna J. Kerlek. "Anxiety Girl; Anxiety Girl Falls Again; Anxiety Girl Breaks Free." Journal of the American Academy of Child & Adolescent Psychiatry 60, no. 8 (August 2021): 1042–43. http://dx.doi.org/10.1016/j.jaac.2021.06.006.

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Shahi, Suresh Jang. "Explosive Legs Power between Tharu and Non-Tharu Madheshi Girls in the Madhesh Pradesh of Nepal: A Comparative Analysis." Interdisciplinary Research in Education 7, no. 1 (September 5, 2022): 95–102. http://dx.doi.org/10.3126/ire.v7i1.47502.

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The paper deals with the objective, which was to compare and analyze the explosive legs power among the girl students of Tharu ethnic and non-Tharu Madheshi girl students in the Madhesh province of Nepal. Also, hypothesized that there is significant difference in explosive legs power between them. It was based on quantitative with comparative design. Altogether 62 girl students have designated as respondents, 31 girl respondents taken from Tharu ethnic and 31 from non-Tharu Madheshi girls. Respondents were taken through multistage sampling method. The standing broad jump test item of AAHPER youth fitness test applied as tool for this study. The standing broad jump test applied to measure the explosive legs power. While comparing the mean score of non-Tharu Madheshi girls, Tharu ethnic girls were found better in explosive legs power. Likewise, p-value of t-test has applied at 0.01 significant level. It has found significant difference between them in explosive legs power of standing broad jump test. Hence, this research paper is found the significant difference between Tharu ethnic and non-Tharu girl students. Therefore, hypothesis (H1) is accepted. In compared on standing broad jump test the non-Tharu girls, Tharu ethnic girls have more participated in intramural-extramural sports tournaments, sporting events as well as physical work.

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de Jesús, Melinda Luisa. "Art School Grrls Hack the Girl Culture Final." Girlhood Studies 15, no. 3 (December 1, 2022): 113–28. http://dx.doi.org/10.3167/ghs.2022.150310.

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Since 2008 I have had the pleasure of teaching Girl Culture at California College of the Arts (CCA), a private art/design college located in the San Francisco Bay Area. This article features student zines from Girl Culture at this college. Girl Culture is part of the school’s general studies curriculum in the Humanities and Sciences at the upper division (junior and senior) level. The course title comes from Sherrie Inness’s foundational anthology defining American Girlhood Studies in the twentieth century, Delinquents and Debutantes (1998), in which she notes,"Too often girls’ culture is shunted aside by scholars as less significant or less important than the study of adult women’s issues, but girls’ culture is what helps to create not just an individual woman but all women in our society. (11, emphasis in original)"Girl Culture explores the myriad forces that have an impact on American girls’ lives today and seeks to identify the places where artists and designers can best advocate for girl-centric liberation, autonomy, and joy.

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24

Mayhall, Jane. "Girl." Appalachian Heritage 14, no. 4 (1986): 4. http://dx.doi.org/10.1353/aph.1986.0054.

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Ineichen, Bernard. "Girl." Mental Health, Religion & Culture 23, no. 2 (February 7, 2020): 229. http://dx.doi.org/10.1080/13674676.2020.1754777.

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Murdy, Abigail Grace. "Boy meets girl, girl gets cancer." Lancet Oncology 17, no. 8 (August 2016): 1045. http://dx.doi.org/10.1016/s1470-2045(16)30291-1.

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Whiteley, Sheila. "Girl Groups on Girl Groups; or, Why Girl Singers (Still) Matter." Women and Music: A Journal of Gender and Culture 15, no. 1 (2011): 86–94. http://dx.doi.org/10.1353/wam.2011.0003.

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Caron, Cynthia M. "Creating the ‘Girl Effect’: Including boys and men to promote girls’ land and asset ownership." Progress in Development Studies 18, no. 4 (July 30, 2018): 223–34. http://dx.doi.org/10.1177/1464993418786773.

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Empowering women and girls to gain access to resources is necessary to close the gender asset gap and reduce poverty. I bring together how the gender and development (GAD) approach conceptualizes the inclusion of men and boys in development programming with an analysis of a ‘Girl Effect’ intervention seeking to empower adolescent girls through land. This analysis adds to scholarship on the Nike Foundation’s ‘Girl Effect’ campaign and reveals the structural, gendered relations of power that girls must contend with and how such empowerment includes boys and men. Modes of their inclusion indicate that the ‘Girl Effect’ has not always overcome previous GAD critiques.

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Formark, Bodil. "Jösses Flickor, vilket trassel!" Tidskrift för genusvetenskap 34, no. 2-3 (June 13, 2022): 7–20. http://dx.doi.org/10.55870/tgv.v34i2-3.3361.

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Using the recent establishment of the International Day of the Girl Child as an analytical departure point this article addresses three different but intertwined challenges which Girlhood Studies are facing in relation to the contemporary construction of the girl as an important agent for social change. The construction of a historically significant girl represents a significant historical change, which requires further historical analysis and reflection. Seeking to untangle this temporal problem the article first discusses a number of problematic implications caused by the historiographical emphasis of the “invisibility of girls” within the research field. Furthermore, it discusses how this narrative of invisibility also has infused the ideals, norms and discourses among girlhood researchers. In the article I argue that this narrative represents a risk in relation to the current neo-liberal centering of the girl, as it might entail a tendency to approach all instances where the girl is noticed as a girl in an uncritical manner. The article then analyses how historians have framed the writing of the history of girls and girlhood. A project in which there seems to be an emancipatory ambition to affix a kind of eternal value to the girl, which can be viewed to be in correspondence with contemporary girl power discourses. The article thereafter discusses some historical aspects regarding the relationship between Girlhood Studies and Women’s and Gender Studies both in an international and in a Swedish context. I conclude the article by exemplifying how a more theoretical understanding of girls, girlhood and generation could be used as a framework in the investigation of the Nordic experience of forty years of gender equality politics.

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Kamau, Mary Wambui, and Simon Nyakwara. "The Influence of Family Leadership on Girl- Child School Dropout." East African Journal of Interdisciplinary Studies 4, no. 1 (November 2, 2021): 15–20. http://dx.doi.org/10.37284/eajis.4.1.454.

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Family leadership is one of the vital aspects that influences and determines both the wellbeing and successful education of a girl-child. Unfortunately, the role of family leadership in ensuring girls' education is oversimplified into getting girls enrolled in school rather than warranting their perseverance in learning and successful completion. As a result, many communities in Tanzania, especially those in rural and marginalized areas are experiencing persistent girl–child school dropouts. It is against this standpoint that we sought to find out how family leadership may influence secondary school girls’ dropouts. We also explored possible measures which should be employed to eliminate girl-child school dropouts. In conducting this study, we employed a mixed research approach and convergent parallel design. We collected data through interviews and questionnaires involving 143 respondents including girl students, teachers, heads of schools, and district educational officers. Our findings from this study indicate that while the government of Tanzania has made remarkable efforts to ensure girls’ continuity and successful completion of secondary education, there are a number of factors hindering girls’ continuity and completion of secondary education. Weak family leadership, the improper raising of the children, less emphasis and interest on the importance of girls’ education, limited cooperation between family leadership were among the reason for continuous girl-child school dropout. Hence, based on our findings and the significance of girl’s education as well as the role which parents should play in ensuring girls achievement of education, we appeal to various educational leaders, to make strategic efforts in raising more awareness among rural and marginalized communities about the importance of educating girls and the role of family leadership in bringing to an end the phenomena of girl-child school dropout which is catastrophic to the long-awaited sustainable development. Moreover, we call upon all parents, to make intentional efforts in mentoring and influencing girls to strive towards achieving formal education

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Shoo, Angelina, and Chrispina Lekule. "The Influence of Family Leadership on Girl- Child School Dropout." East African Journal of Education Studies 4, no. 1 (November 3, 2021): 61–73. http://dx.doi.org/10.37284/eajes.4.1.455.

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Family leadership is one of the vital aspects that influences and determines both the wellbeing and successful education of a girl-child. Unfortunately, the role of family leadership in ensuring girls' education is oversimplified into getting girls enrolled in school rather than warranting their perseverance in learning and successful completion. As a result, many communities in Tanzania, especially those in rural and marginalized areas are experiencing persistent girl–child school dropouts. It is against this standpoint that we sought to find out how family leadership may influence secondary school girls’ dropouts. We also explored possible measures which should be employed to eliminate girl-child school dropouts. In conducting this study, we employed a mixed research approach and convergent parallel design. We collected data through interviews and questionnaires involving 143 respondents including girl students, teachers, heads of schools, and district educational officers. Our findings from this study indicate that while the government of Tanzania has made remarkable efforts to ensure girls’ continuity and successful completion of secondary education, there are a number of factors hindering girls’ continuity and completion of secondary education. Weak family leadership, the improper raising of the children, less emphasis and interest on the importance of girls’ education, limited cooperation between family leadership were among the reason for continuous girl-child school dropout. Hence, based on our findings and the significance of girl’s education as well as the role which parents should play in ensuring girls achievement of education, we appeal to various educational leaders, to make strategic efforts in raising more awareness among rural and marginalized communities about the importance of educating girls and the role of family leadership in bringing to an end the phenomena of girl-child school dropout which is catastrophic to the long-awaited sustainable development. Moreover, we call upon all parents, to make intentional efforts in mentoring and influencing girls to strive towards achieving formal education.

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Khan, Mahruq F., and Marcia Hermansen. "Muslim Girl Studies." American Journal of Islam and Society 25, no. 4 (October 1, 2008): 152–55. http://dx.doi.org/10.35632/ajis.v25i4.1448.

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A colloquium on “girl studies,” organized by Marcia Hermansen (director,IslamicWorld Studies) and Laura Miller (professor, Department of Anthropology)took place on 12 April 2008, at Loyola University Chicago.Presently, the study of adolescent females – increasingly referred to as girlstudies – as a separate realm of focus is a contested idea in academe.Supporters claim that girl studies is a worthwhile research domain due to theprior disregard for age within women’s studies and gender within youth studies.Detractors note that the category and boundaries of what is considered a “girl” are unstable and historically and culturally varied. More specifically,such scholars as Sharon R. Mazzarella, Norma Odom Pecora, and CatherineDriscoll have argued that over time, literature, popular reading, and consumerismhave become the means through which the mainstream culture instructsgirls on how to become women. In turn, many girls negotiate their interests,sexual expression, body image, and rites of passage in culturally approvedways. Other girls, however, engage in personal, subjective interpretation byrejecting hegemonic standards of femininity in a post-industrial western worldand often in the context of violence, displacement, and resistance.Loyola’s conference highlighted the impact of mainstream norms andethnocentrism in girl studies by including scholarship from a range ofAmerican and non-American cultural contexts. We investigated how girls’lives are constructed in an era of massive change as communities around theworld experience processes of both globalization and localization ...

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Österlund, Mia. "Flickan ritar sig fri." Tidskrift för litteraturvetenskap 39, no. 1 (January 1, 2009): 18–33. http://dx.doi.org/10.54797/tfl.v39i1.12187.

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The Girl Draws Her Way to Freedom. The Naïve Perspective of the Child in the Postmodern Picture book. This article considers ideological aspects of postmodern Swedish picture books, with particular emphasis on the ways in which picture books construct girlhood in terms of agency. Analysing Finn Zetterholm’s and Mimmi Tollerup-Grkovic’s Klara hela dagen (Klara All Day Long), 2000, and Håkan Jaensson’s and Gunna Grähs’ Rita ensam hemma (Drawing Alone at Home), 2002, the article explores how the motif of drawing is used as a tactic to perform agency for girls in relation to their age. Drawing on insights from feminist poststructuralist research concerned with the textual production of gendered subjectivities, the article considers how a naïve perspective is used as a means to empower girl protagonists by making their subjectivities visible. The two picture books studied here represent two different ways of enhancing the girl protagonists’ agency: the effect tactic and the defusing tactic. The argument proposed is that the motif of the drawing girl in picture books is a modified version of tactics known from girls’ books and young adult fiction, as well as a response to the public debate on strong girls and girl power.

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Chhachhar, Abdul Razaque, and Aiman Khursheed. "Effects of Cyber Bullying on Girls of Sindh University." Progressive Research Journal of Arts & Humanities (PRJAH) 1, no. 01 (March 3, 2021): 41–53. http://dx.doi.org/10.51872/prjah.vol1.iss01.14.

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The purpose of this study was to examine the effects of cyber bullying on girls of University of Sindh, Jamshoro. There are many victims who were facing many problems due to extra and frequent use of Internet. Mostly girls have been targeted in the field of social media. The study focused only the girl students of university of Sindh, Jamshoro. Study showed that how cybercrimes effects on a girl’s students life, for this selection of respondents was very important, researcher conduct survey with 100 girl students from faculty of social sciences, University of Sindh, Jamshoro. The researcher after analyzing data found out that the girl students always use social media for communication purpose, and also interested in educating themselves by using of social media applications regarding harassment and bullying. The study has concluded that majority of the girl students believe that social media has created problems in their daily life. Further, study found that majority of the girls was to spread awareness regarding the issue of bullying.

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Vanner, Catherine, and Anuradha Dugal. "Personal, Powerful, Political." Girlhood Studies 13, no. 2 (June 1, 2020): vii—xv. http://dx.doi.org/10.3167/ghs.2020.130202.

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“Today I met my role model,” tweeted climate change activist Greta Thunberg on 25 February 2020, captioning a picture of herself with girls’ education activist Malala Yousafzai, who also tweeted the picture, proclaiming that Greta was “the only friend I would skip school for.” The proclamations of mutual admiration illustrate a form of solidarity between the two most famous girl activists, who are often pointed to as examples of the power of the individual girl activist in spite of their intentionally collective approaches that connect young activists and civil society organizations around the world. These girl activists have garnered worldwide attention for their causes but have also been subject to problematic media representations that elevate voices of privilege and/or focus on girl activists as exceptional individuals (Gordon and Taft 2010; Hesford 2014), often obscuring the movements behind them. For this reason, this special issue explores activism networks by, for, and with girls and young women, examining and emphasizing girls’ activism in collective and collaborative spaces.

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Parramore, Keith, and Joan Stephens. "Two girls – the value of information." Mathematical Gazette 98, no. 542 (July 2014): 243–49. http://dx.doi.org/10.1017/s0025557200001273.

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We came across the ‘two girls’ version of the children's gender problem nearly 35 years ago. How we came to it we cannot remember, but Martin Gardner had published a variant of it in the Scientific American in 1959. It re-emerged for us in the summer of 2010, following the publication of an article in Science News [1]. Subsequently Keith Devlin wrote about how this re-emergence impacted on him, and noting that ‘Probability Can Bite“ [2]. The mathematics herein reflects and extends that in Devlin's article.In case the reader has not encountered the problem before, we first pose four problems.1. A family has two children. One of them is a girl. What is the probability that they are both girls?2. A family has two children. The younger is a girl. What is the probability that they are both girls?3. A family has two children. One of them is a girl, and she was born on a Tuesday. What is the probability that they are both girls?4. A family has two children. One of them is a girl, and she has green hair. What is the probability that they are both girls?

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Guthrie, Kate H. "Exploring Kerr and McKay’s Beehive of Smart Girls: Understanding the Challenges Facing Gifted Adolescent Females." Gifted Child Today 43, no. 2 (March 18, 2020): 108–15. http://dx.doi.org/10.1177/1076217519898232.

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For gifted girls, the journey toward self-actualization can be particularly challenging during adolescence. To better support gifted adolescent girls, this article explores a contemporary framework for understanding smart girls of the 21st century: Kerr and McKay’s beehive of smart girls. Kerr and McKay’s typology highlights how different combinations of characteristics ultimately create rich variations of gifts and talents—instead of assuming all smart girls have the same characteristics, experiences, and visions. Building on their framework, this article (a) offers additional insights into how each type of smart girl may experience gifted adolescence, (b) suggests potential barriers to self-actualization each type of smart girl may face, and (c) invites voices of educators from middle and high school classrooms to share their own reflections and insights of how they have come to know each type of smart girl.

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Neves, Jessica Caroliny de Jesus, Aryane Karoline Vital Souza, and Dirce Shizuko Fujisawa. "Is Postural Control Different in Boys and Girls? Comparison Between Sex." Fisioterapia e Pesquisa 27, no. 4 (December 2020): 385–91. http://dx.doi.org/10.1590/1809-2950/20010227042020.

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ABSTRACT The purpose of this study was to compare the postural control between eight-year-old boys and girls, considering the nutritional classification and level of physical activity. This was a cross-sectional study, with a sample of 346 participants, classified by the WHO AnthroPlus software, evaluated on the force platform and the Questionnaire Physical Activity for Children. The results demonstrated that girls showed lower values in relation to the opposite sex (p<0.001), in the center of pressure area (COP) (girls: 11.88 vs boys: 15.86cm2), Antero-posterior Amplitude (girl: 5.40 vs boy: 6.05cm), Medial-lateral Amplitude (girl: 3.97 vs boy: 4.40cm), Antero-posterior velocity (girl: 3.98 vs boy: 4.94cm/s), Medial-lateral velocity (girl: 3.98 vs boy: 4.59cm/s), Antero-posterior frequency (girl: 0.70 vs boy: 0.84Hz). Physical activity was associated with male sex (p=0.001; X2=11.195; odds ratio=0.372). In relation to the center of pressure of sedentary children, girls showed better postural control (p<0.001), but when we analyzed the center of pressure of both sexes who were active there was no statistically significant difference (p=0.112). The Z score of both sexes presented no difference in the center of pressure area (p=0.809 and p=0.785 respectively). Girls showed better postural control, while boys are more active; when both sexes performed physical activity COP area was similar. Therefore, special care should be taken when assessing postural control in boys and girls due to their differences in test performance and stage of development. As for interventions, exercise should be considered for better performance of the COP.

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Smith-Shank. "Editorial: Girl Power and the Power of Girls." Visual Arts Research 37, no. 2 (2011): v. http://dx.doi.org/10.5406/visuartsrese.37.2.000v.

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Barcan, Ruth. "Review: Daddy's Girl: Young Girls and Popular Culture." Media International Australia 87, no. 1 (May 1998): 162–64. http://dx.doi.org/10.1177/1329878x9808700132.

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Andiema, Nelly C. "Influence of Culture on Girl Child Education in Central Pokot Sub County, Kenya." East African Journal of Education Studies 3, no. 1 (February 22, 2021): 26–38. http://dx.doi.org/10.37284/eajes.3.1.279.

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Cultural practices such as Female Genital Mutilation, early child marriages and patriarchy have been on the rise in West Pokot despite interventions by government and non-state actors over the years. These outdated cultural practices have hindered the progress of girls academically. It is vital to educate the girl-child in society. However, teenage pregnancy gets girls at the wrong time when they are still in schools and this affects their education very much and eventually ends up ruining their future. This paper looks at how various cultural practices have affected girl child education in West Pokot County, Kenya. The study was conducted in Central Pokot Sub County primary schools targeting 12 headteachers and 120 teachers. The respondents were selected through purposive and simple random sampling. Data was collected using questionnaires and interview schedules. Data collected were analysed using percentages and frequencies. The results of the study showed that the status of girl-child education was low. Cultural factors like; early marriages, female genital mutilation, child labour, widowhood practices and taboos influenced girl-child education. The study found out those cultural factors in the study area affected girl-child education negatively as it slowed down their transition, academic performance and also the acquisition of knowledge required at the basic education level. The study recommends that the government should take legal action against parents who take their girl-children for FGM and early marriages; there is a need for awareness on the importance of girl child education, provision of scholarships for girls at basic and tertiary level and introduction of guidance and counselling sessions in schools.

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Susanti, Emy. "Unequal gender relations in the practices of girl marriage in poor families at East Java Province." Masyarakat, Kebudayaan dan Politik 31, no. 4 (January 22, 2019): 440. http://dx.doi.org/10.20473/mkp.v31i42018.440-450.

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The practice of girl marriage in Indonesia is a social reality that has been going on from generation to generation. Although the average level of education in Indonesia is increasing and the government has limited the practice of child marriage, in some areas of East Java province the tendency of parents to marryoff their underage girls remains. This study aims to identify gender-based power relations within the practices of girl marriage in poor family in East Java province. This study is also aimed at revealing how the social reproduction of gender inequality values takes place in the girl marriage practices. This research was done by using qualitative method which was supported with quantitative data. This study shows that the victims of early marriage practices are girls. Gender-based-power relations between young wives with husbands, parents and in-laws are not equal. The unequal gender-based power relations in girl marriage practices in poor family are relate to limitation of knowledge and reproduce of power. The unequal gender relations are continuously reproduced through the imposition of negative social labeling on girls. The prevention of girl marriage requires a comprehensive approach by addressing the social and cultural values, especially promoting equal gender relations. One of the solutions is empowerment based on equal gender perspective.

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Folarin, Bamidele Adepeju. "Comparison of Personal Space as a Function of Grade and Sex of Interacting Pairs of Children." Perceptual and Motor Skills 68, no. 3 (June 1989): 873–74. http://dx.doi.org/10.2466/pms.1989.68.3.873.

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Using Nigerian children in Grades 2 and 6 as subjects, separately 4 boys and 4 girls approached 8 boys on two occasions. This was repeated with 8 girls being approached, resulting in personal space measures for 8 pairs of boys, 8 girl-boy pairs, 8 pairs of girls and 8 boy-girl pairs, for each grade. Significantly greater personal space characterized children in Grade 2 and all children when pairs were of the opposite sex.

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Usman, I. G. "GIRL-CHILD EDUCATION FOR HEALTHY LIVING: AN APPRAISAL." Sokoto Educational Review 15, no. 1 (January 31, 2014): 8. http://dx.doi.org/10.35386/ser.v15i1.149.

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Girl-child education and school attendance are the focus of the United Nations agencies in recent years because education is the key to the advancement of girls and women, as World wide Hasli (2006) noted that globally, world vision has joined with communities to ensure that neither violence; disability nor other terms of discrimination will prevent women and girls from enjoying their rights. The Federal Government of Nigeria (FGN, 2004) in the national policy on education stated that education is a right and not a privilege for every citizen, whether male or female. It is against this backdrop that this paper attempts to appraise the girl-child education on the basis of improved life condition, healthy living and general development of individual and society. In pursuing the goals of the Millennium Development Goals (MDGs), many nations of the world have put machinery in place, to encourage the girl-child education. This paper is interested in emphasising on girl - child education so as to actualise women potentials and those significant areas that contribute to the welfare and sustainability of the girl - child. The paper also advanced counselling strategies such as mentoring, modelling and value orientation which could serve as a panacea for encouraging girl-child education in Nigeria.

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Harris, James C. "Girl With CatandYoung Girl at the Window." JAMA Psychiatry 71, no. 5 (May 1, 2014): 478. http://dx.doi.org/10.1001/jamapsychiatry.2013.2729.

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Mayevsky, M. I. "Effectiveness of folk games’ application in formation of pedagogic specialties girl students’ value orientations on physical culture." Physical education of students 19, no. 5 (October 28, 2015): 39–45. http://dx.doi.org/10.15561/20755279.2015.0506.

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Purpose: to determine effectiveness of structurally meaningful model of formation of girl students’ value orientations on physical culture. Material: in the research control group (28 girl students) and experimental group (30 girl students) participated. We used sociological questioning, testing of physical and theoretical fitness. Results: It was found that combination of four blocks (theoretical, methodic, practical and managerial) is optimal for technology of model realization. It ensures impact on physical and spiritual-intellectual sides of girl students. Conclusions: it is recommended to practice active immersion in folk traditions and customs of Ukraine with girl students. It permits to form girls’ psychological and social readiness for conducting of cultural measures. Motor activity in personal and future professional functioning makes elements of such measures.

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AL-SAMAK, Hiba Thamer Mahmood. "GIRL CHILD RIGHTS :A COMPARATIVE STUDY BETWEEN INTERNATIONAL CONVENTIONS AND IRAQI LAW." International Journal of Humanities and Educational Research 03, no. 04 (August 1, 2021): 320–34. http://dx.doi.org/10.47832/2757-5403.4-3.28.

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Girls still suffer from violations for their rights, they are the first victims for violation of human right. pay attention to girls and terminate the matter of the discrimination against them, especially in the developing countries and build their personality to be themselves and their families able to face the future and to be pioneers influence the society, Therefore, the United Nations focused on the rights of girls and promised it one of the sustainable development goals that it seeks to achieve in 2030. However, we lack legislation and international conventions on the rights of the girl child, Convention on the Rights of the Child for 1989, and Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) 1979 violation against them are considered the keystone of the rights of girls internationally. I shall use the comparative approach in my research methodology between the Iraqi law and the international conventions and agreements, in order to compare the general provisions, as well as mentioning the most serious violations of the rights of the girl child in Iraqi society and the provisions of Islamic Sharia regarding these violations. The study aims to find special rules for the girl child that distinguish her and grant her adequate rights from childhood, as I did not find anyone who addressed the rights of the girl child in Iraqi Republic in the light of international law, despite the serious violations of her rights, and we did not find the Iraqi legislator has sought or seek to develop legislations that limiting these violations. Thus, I shall search the problem in two researches, the first about what are the rights of the girl child, The second research is about the main rights of girls. The most important results I found that the rights of the girl child encouraged and helped girls to develop mentally, physically and psychologically, that contribute to the development of societies, and the most underdeveloped states are those that do not consider or pay attention to the rights of girls under the age of eighteen, With the need to pay attention to the education and upbringing of girls to be a leading woman in society and to be able to live and provide for her family.

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Kućma, Natalia. "SHŌJO. GIRLS, CULTURE AND COMICS." Kultura Popularna 60, no. 2 (January 31, 2020): 126–35. http://dx.doi.org/10.5604/01.3001.0013.7339.

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This article analyzes shōjo culture and shōjo girls as a participants and creators of this culture. The first part of the article presents the history of girls' schools from the beginning of the 20th century and the ideal of a good wife and wise mother (ryōsai kenbo). The second part focuses on the issue of the "privileged body" of shōjo (girl), which is on the edge between the body of a child and a woman, a boy and a girl. Shōjo manga, as comics addressed to girls, have evolved since the 70s, when women began to create them. At the end I examine aesthetic traits and „the aesthetics of sameness” as tools to create emotional involvement of readers. Shōjo culture is the Japanese version of girl power.

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Shain, Farzana. "‘The Girl Effect’: Exploring Narratives of Gendered Impacts and Opportunities in Neoliberal Development." Sociological Research Online 18, no. 2 (May 2013): 181–91. http://dx.doi.org/10.5153/sro.2962.

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This paper explores representations of girls in current discourses of neoliberal development through an analysis of a range of texts that promote the global Girl Effect movement. These representations are situated in the context of theoretical debates about gender mainstreaming and policy developments that construct girls and women's ‘empowerment’ as ‘smart economics’. The paper draws on postcolonial and transnational feminist analyses that critique market-led approaches to development and their complicities in the dynamics of neo-colonialism and uneven development, to contextualise the Girl Effect movement. It is argued that the Girl Effect movement draws on colonial stereotypes of girls as sexually and culturally constrained, but reworks these through the discourses of neoliberal development to construct girls as good investment potential. In doing so, it reproduces a dominant narrative that highlights the cultural causes of poverty but obscures structural relations of exploitation and privilege.

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Mitchell, Claudia. "A Girl Activist Inventory." Girlhood Studies 13, no. 2 (June 1, 2020): v—vi. http://dx.doi.org/10.3167/ghs.2020.130201.

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In March 2019, I had the pleasure of giving a talk at Peter Green College at the University of British Columbia that I called “The Politics and Possibilities of Girl-led and Youth-led Arts-based Activism to Address Gender Violence.” I wanted to highlight in particular the activist work of numerous groups of Indigenous girls and young women in a current project and the youth AIDS activist work of the Fire and Hope project in South Africa but I also wanted to place this work in the context of girls’ activism and youth activism more broadly. To do this I started out with a short activity called “Know your Girl Activist” during which I showed PowerPoint photos of some key girl and young women activists of the last few years, and asked the audience if they could identify them. The activists included two Nobel Prize Peace Prize winners, Malala Yousafzai (2014) and Nadia Murad (2018) along with Autumn Pelletier, the young Indigenous woman from Northern Ontario, Canada, well known for her work on water activism, and, of course, Greta Thunberg, now a household name but then, in 2019, already well known for her work on climate change activism. To my surprise only some of these activists were recognized, so, during the Q and A session, when I was asked if there is a history of girls as activists I could see that this question indicated clearly the urgent need for this special issue of Girlhood Studies which was only just in process then. Now, thanks to the dedication of the two guest editors of this special issue, Catherine Vanner and Anuradha Dugal and the wide range of superb contributors, I can point confidently to girls’ activism as a burgeoning area of study in contemporary feminism rooted in feminist history.

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Journal articles on the topic 'Girl'

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