Relevant bibliographies by topics / The Girls

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'The Girls'

Author: Grafiati
Published: 1 July 2021
Last updated: 10 February 2022

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Journal articles on the topic "The Girls"

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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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BATTISTELLA, E. "GIRLY MEN AND GIRLY GIRLS." American Speech 81, no. 1 (March 1, 2006): 100–110. http://dx.doi.org/10.1215/00031283-2006-006.

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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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Drife, James. "Girls, girls, girls!" Obstetrician & Gynaecologist 15, no. 3 (July 2013): 214. http://dx.doi.org/10.1111/tog.12035.

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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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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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Seff, Ilana, Anaise Williams, Farah Hussain, Debbie Landis, Catherine Poulton, Kathryn Falb, and Lindsay Stark. "Forced Sex and Early Marriage: Understanding the Linkages and Norms in a Humanitarian Setting." Violence Against Women 26, no. 8 (May 8, 2019): 787–802. http://dx.doi.org/10.1177/1077801219845523.

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This mixed-methods study uses baseline data from a program evaluation in the Democratic Republic of Congo to examine two outcomes of interest: self-reported exposure to forced sex and belief that a girl’s community would force her to marry her hypothetical rapist, for married and unmarried 13- to 14-year-old girls ( n = 377). Married girls are more likely to report both outcomes. Qualitative in-depth interviews with girl participants ( n = 30) and their caregivers ( n = 31) were analyzed for themes related to forced sex and marriage, revealing the normalcy of girls marrying perpetrators and suggesting that some married girls in this setting may have been forced to marry their rapist.
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Ampofo, Justice Agyei, and Michael Tetteh Pac. "THE IMPACT OF GHANA SCHOOL FEEDING PROGRAMME ON GIRLS’ ENROLMENT AND ATTENDANCE IN ST. CECILIA PRIMARY ‘A’ SCHOOL, SOMBO IN WA MUNICIPALITY." International Journal of Applied Research in Social Sciences 2, no. 4 (October 23, 2020): 79–96. http://dx.doi.org/10.51594/ijarss.v2i4.166.

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This study seeks to assess the impact of Ghana’sSchool Feeding Programme on girls’ enrolment and attendance in St. Cecilia Primary ‘A’, Sombo in the Wa Municipality. Using a mixed design strategy, primary data were obtained from the Chairperson of Ghana School Feeding Programme Implementation Committee, Head Teacher and Teachers in St. Cecilia Primary ‘A’, Sombo, Girl Students and Parents of school girls in St. Cecilia Primary ‘A’, Sombo in the Wa Municipality. The result indicated that the programme has influence girls’ enrolment and attendance in St. Cecilia Primary ‘A’, Sombo. The Ghana School Feeding Programme was implemented in 2012 in the school. Besides, the meal provided for the girl students cuts down household expenditure on education for girls. The programme also reduces the incidence of sexual activities among girls. This occurs through its effects of reducing short term hunger that pushes girls into sexual activities to get money and buy food during school hours. Moreover, the programme motivated parents to enroll and keep their girls in the school by generating direct or indirect livelihood sources for them. By empowering parents and providing meals for girls during school socio-economic challenges such as poverty and sexual harassment which affects girls’ enrolment in the school hasbeen minimized. The study recommends that the management of the programme should give special attention togirls in the school. Strong collaboration among key stakeholders is also recommended to support the school feeding programme. Keywords:Ghana School FeedingProgramme, Girl’s Enrolment, Girls Attendance, St. Cecilia Primary ‘A’, Sombo, Wa Municipality.
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Cooper, B. Lee. "She’s My Girl! He’s My Boy!; Girls Girls Girls: A Recollection of Dream Dates, 1955–1965." Popular Music and Society 39, no. 2 (January 26, 2016): 276–78. http://dx.doi.org/10.1080/03007766.2015.1131925.

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Nyagah, S. N., and S. W. Luketero. "Transition Rate Of Girls From Lower Primary To Upper Primary, Kajiado County." European Scientific Journal, ESJ 12, no. 7 (March 30, 2016): 418. http://dx.doi.org/10.19044/esj.2016.v12n7p418.

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This study is on factors that influence the girls’ transition rate from lower primary to upper primary in public primary schools of Kajiado County, Kenya. Four study questions guided the study. Literature review focused on international calls on girl’s education among the pastoral communities and the girl’s education in Kenya and Africa at large. The study focused on the factors that influence girls’ education which include the socio-cultural factors, socio-economic factors, school based factors and early teenage pregnancies which include the flight of the girls due to the effects of HIV/AIDS and FGM. The study used the descriptive survey design. The target population for the study was 524 comprising of 14 head teachers and 510 class six girls from all the fourteen public primary schools in Kajiado County. The sample for the study was 14 head teachers, and 16% of the girls (82) in class six from the selected schools. Based on the findings the following conclusions were made: Early marriage was found to be the main cause of girls not graduating to the next higher level of education in public primary schools. Female genital mutilation (FGM) was the second contributing factor to low transition rate of girls. Results on physical facilities had mixed reactions. Majority of the girls (72.5%) belief that lack of physical facilities had no influence on them being or not being in school. This meant that whether the physical facilities are available or not the girls will still continue with their education. Early pregnancies represented by 88.4% most likely to lead to girls leaving school before completing the entire primary cycle. Only 8.7% of the respondents indicated that early pregnancy had no influence on girls being or not being in school. It was found that there was high percentage of girls out of school due to lack of female teachers in their school to act as role models. The study also established that most of the girls from poor households go through FGM as compared to those from rich households, in which case FGM will lead to early pregnancies hence the girl leaving school.
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Dissertations / Theses on the topic "The 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.

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

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

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

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Thesis (M.A.)--Georgia State University, 2008.
Title from file title page. Amira Jarmakani, committee chair; Mary Hocks, Marian Meyers, committee members. Description based on contents viewed Oct. 14, 2009. Includes bibliographical references (p. 97-103).
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Kubik, Elizabeth Knapp. "Social Information-Processing in Adolescent Girls: A Comparison of Sex Offending Girls, Delinquent Girls, and Girls From the Community." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/KubikEK2002.pdf.

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

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão
Made available in DSpace on 2012-10-16T08:13:31Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T19:31:26Z : No. of bitstreams: 1 102951.pdf: 4112281 bytes, checksum: 8fde7824254822a686acd923fe884dc7 (MD5)
Nesta dissertação investigo 15 quizzes ou testes de comportamento em revistas para adolescentes: Teen, Seventeen, Sassy, e Capricho, usando a metodologia de Análise Crítica do Discurso. O objetivo é demonstrar que o quiz não é um texto tão inocente como parece ser. Além de encorajar o auto-escrutínio, os quizzes funcionam como instrumentos disciplinadores, visando à correta socialização das adolescentes. Com base no modelo Problema-Solução, analiso a macro-estrutura dos quizzes, e aponto as possíveis relações entre o elemento discursivo Problema e o problema do mundo real. As produtoras destes textos avaliam e classificam as meninas como boas ou más, e prescrevem um comportamento geralmente sexista. Através da análise das características conversacionais dos quizzes: a estrutura de interação, os marcadores do discurso da linguagem falada, o vocabulário adolescente, e a personalização sintética, mostro que estes textos são construídos com base no modelo conversacional de discurso. O uso deste modelo é uma estratégia que visa amenizar a posição autoritária das produtoras destes textos, e que gera alto grau de informalidade nos quizzes, disfarçando seu papel principal: disciplinar as adolescentes a serem boas meninas.
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Akun, Selen. "Teenage Girls." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606860/index.pdf.

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In this thesis, ipek Ongun&rsquo
s three books on good manners and etiquette, which especially aim at teenage girls, are analyzed in detail. Born in 1943, Ongun is a popular Turkish writer in teenage literature who has sold over a million books since 1980s. It is necessary to investigate especially the cultural, social and aesthetic messages given in her books. The writer&rsquo
s non-fiction trilogy has been extremely influential on teenage girls in Turkey in the 1990s, and they still are. These are Bir Piriltidir YaSamak (Living Is a Glitter, 1991), Bu Hayat Sizin (This Life Is Yours, 1993), and Lü
tfen Beni Anla (Please Understand Me, 1995). The themes of major importance in the trilogy are social life, traditions, schools, parenting, beauty, and personal care. This study examines the content of this trilogy from a critical perspective, especially raising questions regarding Ongun&rsquo
s messages leading the construction of female identities from a feminist viewpoint. The qualitative research method has been adopted for the analysis and several comparisons have been carried out between Ongun&rsquo
s books and certain popular teenage etiquette books published in the US. The study concludes that although some of Ongun&rsquo
s messages might be found beneficial for certain segments of the teenage population, the fact that she is not an expert in teenage psychology and development, poses several critical questions about the validity of her messages. Besides, Ongun&rsquo
s target audience seems to be the upper-middle classes of the society also raises questions regarding the universality of her messages.
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Blakeslee, Vanessa. "BISTRO GIRLS." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2094.

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"Bistro Girls" is an interconnected collection of short stories focusing on characters whose lives intertwine in the affluent Floridian town of Bellamy Park. In "Bistro Girls of Bellamy Park," a senior at a privileged college struggles to confront an old friend who has slipped into addiction. In "Bobby Blues," two women's stifling situations with live-in boyfriends give way to a small hope as Valerie casts aside her illusions and leaves to find a new apartment, temporarily freeing herself from the pattern of relying on a man. In these stories people wrestle with flawed concepts of personal identity that create outward limitations in their interactions with those they care about most. In "Disconnect," an eccentric millionaire struggles with spirituality and a romance spoiled by his inability to find satisfaction. In "The Coffee Shop," the emotionally removed Don leaves Valerie in the inevitable position to find contentment through self-reliance. Through trial and error, the obstacles of insecurity and disillusionment can at times be overcome. In "Scout's Honor," a young woman marries under the spell of fateful disillusionment, with tragic results. An annulment is the catalyst for her maturity, yet the road before her promises to be a long, painful one. As the characters come closer to acceptance of the imperfections and possibilities in themselves and the world around them, there is almost always some hope, no matter how difficult the means to get there.
M.A.
Department of English
Arts and Sciences
English
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Lowy, Maya. "Lost Girls." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2169.

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Books on the topic "The Girls"

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

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Girls, Girls, Girls. New York: HarperCollins, 2001.

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

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

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

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

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

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

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Jealous girl?: Girls dealing with feelings. Berkeley Heights, NJ: Jasmine Health an imprint of Enslow Publishers, Inc., 2014.

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Book chapters on the topic "The Girls"

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

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

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

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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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Calcutt, Andrew. "Boys/girls." In White Noise, 11–18. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780230373686_2.

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

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Radic, Thérèse. "Melba’s Girls." In Melba, 151–73. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-08670-2_10.

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Horlock, Sharonne. "Girls Group." In Girls and Autism, 48–56. Abingdon, Oxon; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351234429-7.

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Williams, Deanne. "Lost Girls." In Shakespeare and the Performance of Girlhood, 92–124. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137024763_5.

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Alderton, Zoe. "Sad Girls." In The Aesthetics of Self-Harm, 95–115. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315637853-3.

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Conference papers on the topic "The Girls"

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

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

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

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Konak, Jeren. "Programming for girls." In 2016 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2016. http://dx.doi.org/10.1109/isecon.2016.7457560.

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Kim, June, and Barbara Mones. "Girls in STEM." In SA '17: SIGGRAPH Asia 2017. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3134368.3151016.

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Jenson, Jennifer, Suzanne de Castell, and Stephanie Fisher. "Girls playing games." In the 2007 conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1328202.1328205.

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

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Maciel, Cristiano, Sílvia Amélia Bim, and Karen da Silva Figueiredo. "Digital girls program." In ICSE '18: 40th International Conference on Software Engineering. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3195570.3195574.

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Peixoto, Aruquia. "Girls in STEM." In SA '16: SIGGRAPH Asia 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2993363.3006042.

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Sabin, Mihaela, Deborah LaBelle, Hiranya Mir, Karen Patten, Suzanne Poirier, and Seth Reichelson. "Girls in it." In SIGITE/RIIT'13: SIGITE/RIIT 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2512276.2512310.

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Reports on the topic "The Girls"

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Higgins, Mary. Dirty Girls. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5556.

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

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

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Austrian, Karen. Girls' leadership and mentoring. Population Council, 2012. http://dx.doi.org/10.31899/pgy9.1035.

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

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

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

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Neal, Kelsey Ann Elizabeth, and Elizabeth Phillips Coronado. Girls in STEM: Year 1. Office of Scientific and Technical Information (OSTI), August 2017. http://dx.doi.org/10.2172/1374312.

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Muniappan, Brindha, and Jennifer Novotney. Girls Day 2018: Environmental Science. Waltham, MA: Brandeis University Materials Research Science Engineering Center, 2019. http://dx.doi.org/10.26812/scilinkreports.29.

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Lloyd, Cynthia. Priorities for adolescent girls' education. Population Council, 2012. http://dx.doi.org/10.31899/pgy12.1000.

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