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Journal articles on the topic 'The Girls'

Author: Grafiati

Published: 1 July 2021

Last updated: 10 February 2022

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1

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

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

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2

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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3

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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5

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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9

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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10

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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Sanabria, Alyssa Marie. "Shot but not Silenced: I am Malala." Journal of Ethnic and Cultural Studies 8, no. 2 (May 10, 2021): 362. http://dx.doi.org/10.29333/ejecs/786.

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I am Malala: A Girl who Stood Up for Education and was Shot by the Taliban is a compelling autobiography about a 14-year-old girl's campaign for girls' right to education within an oppressive society. The entire book is written from Malala's perspective, each chapter allows the reader to become immersed within the text and invested within human rights oppression. Malala's story seeks to bring awareness to the injustices within education for young girls and women as well as emphasize the power of education. Malala challenges the reader to dig deeper into the oppressiveness and truly examine the value of education.

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12

Miya-Jervis, Lisa, Dawn H. Currie, and Sara Shandler. "Girls Will Be Girls." Women's Review of Books 17, no. 2 (November 1999): 10. http://dx.doi.org/10.2307/4023342.

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Dennis, Jeffery P. "Girls Will Be Girls." Feminist Criminology 7, no. 3 (March 20, 2012): 220–33. http://dx.doi.org/10.1177/1557085111435537.

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Veysey, Bonita M., and Zachary Hamilton. "Girls Will Be Girls." Journal of Contemporary Criminal Justice 23, no. 4 (November 2007): 341–62. http://dx.doi.org/10.1177/1043986207309435.

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15

Banati, Prerna, Lauren Rumble, Nicola Jones, and Sarah Hendriks. "Agency and Empowerment for Adolescent Girls: An Intentional Approach to Policy and Programming." Journal of Youth Development 16, no. 2-3 (July 14, 2021): 239–54. http://dx.doi.org/10.5195/jyd.2021.1071.

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As national governments roll out COVID response plans, an opportunity arises to re-cast adolescent girls’ programs to centrally anchor them on girls’ voices, leadership, ambitions, and assets in development policies and programs. Drawing together the evidence on what we know works for adolescent girls, as well as the growing literature on positive strengths-based programming which are gradually and increasingly being applied, this commentary calls for a girl-intentional approach to policy and programming. A girl-intentional approach is described through 3 case studies, which illustrate the additionality of new or improved adolescent knowledge, skills, and competencies; improved opportunities for adolescent engagement, voice, and agency; improved community safety and support; stronger, healthier relationships; and stronger and healthier norms, attitudes, values, and goals. The case studies describe program hooks that facilitate operationalization, point to measurable outcomes, and identify opportunities for scale, including the re-opening of schools. Overall, inter-sectoral solutions that address the myriad of issues affecting an adolescent girl’s life and tackle pervasive gender inequities require greater emphasis by development actors and national governments.

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Lehmann, Caitlyn. "Libertine Intrigues: Opera Girls in Eighteenth-Century British Discourse." Dance Research 37, no. 2 (November 2019): 239–56. http://dx.doi.org/10.3366/drs.2019.0275.

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Throughout the eighteenth century, scandalous literature perpetuated a strongly male-gendered image of dance spectatorship through its preoccupation with the moral and sexual status of female ballet dancers. The frequency with which authors of scandal sheets, novels, satire and political criticism alluded to liaisons involving elite men and dancers was, in part, a reflection of the period's broader fascination with the status of women on the stage. However, this active preoccupation with the sexuality of dancers was also allied to an interrogation of aristocratic and moral codes in Britain and France, and was used to instantiate a performative ideal of elite masculinity. This article focuses on the recurring figure of the opera girl, whose pursuit by aristocratic libertines aroused the contempt, curiosity and envy of readers. Incorporating a critique of extant dance criticism, the article explores the interpretative dilemmas that the opera girl's sensational sexuality has traditionally posed for dance scholarship on account of the tendency for the opera girl's attributes to be mapped onto representations of real-life dancers. Sampling sources as diverse as fashionable periodicals, works of history, sentimental novels and prostitute narratives, this article introduces the singular typology and rhetorical functions of the opera girl that distinguish her as a literary type. In the process, a more nuanced reading of opera girls is offered, one that stresses how opera girls refract the debates and anxieties of the period.

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17

Gorzelany-Mostak, Dana. "Hearing girls, girls, girls on the 2016 campaign trail." Journal of Popular Music Studies 29, no. 3 (September 2017): e12235. http://dx.doi.org/10.1111/jpms.12235.

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18

Schneeweis, Nicole, and Martina Zweimüller. "Girls, girls, girls: Gender composition and female school choice." Economics of Education Review 31, no. 4 (August 2012): 482–500. http://dx.doi.org/10.1016/j.econedurev.2011.11.002.

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19

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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20

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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21

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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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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Jackson, H. J. "Coleridge's Women, or Girls, Girls, Girls Are Made to Love." Studies in Romanticism 32, no. 4 (1993): 577. http://dx.doi.org/10.2307/25601034.

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Mankar, Kishor, Nandkishor Shinde, Mohammed Moinuddin, and Ashfaq Ahmed. "Study of contents of inguinal hernia in girls." International Surgery Journal 6, no. 4 (March 26, 2019): 1301. http://dx.doi.org/10.18203/2349-2902.isj20191266.

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Background: Inguinal hernia in females is relatively uncommon as compared to males. In female patients, the hernial sac contains one ovary in approximately 15–20% of cases, and some also contain a fallopian tube. This study was done to know the contents in inguinal hernia in girls.Methods: A prospective study on eight girls with inguinal hernia presenting between January 2016 to December 2018, presented with swelling in inguinal region. Physical examination in all girls was done followed by ultrasonogram to know the content of inguinal hernia. All patients underwent surgical exploration.Results: Among 8 girls with inguinal hernia, 2 (25%) girls had bilateral inguinal hernia, 4(50%) girls had right and 2 (25%) girls had left sided inguinal hernia. Ultrasonogram showed 2 girls with bilateral inguinal hernia had intestines as content on both sides. 3 girls had intestines, one (10%) girl had omentum and 2 (20%) girls had ovary as content of hernia sac. On surgical exploration one girl had omentum, one had ovary, two had intestine as hernial sac content. Two girls with irreducible hernia had omentum and ovary respectively as hernial content. In all girls after reduction of content, herniotomy was done.Conclusions: Surgical repair should be done at diagnosis in all girls presenting with inguinal hernia in view of high incidence of incarceration of ovary and tubes. Sac must be opened and its contents examined before it is tied off and excised.

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DUTTA, SIKHA. "A Comparative Study of women empowerment awareness level of Adolescent Girls in rural and urban H.S. Schools of Assam." International Journal of Innovation Education and Research 7, no. 5 (May 31, 2019): 370–73. http://dx.doi.org/10.31686/ijier.vol7.iss5.1527.

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The present study is undertake to find out the secondary level urban and rural adolescent girls awareness level on women empowerment. The sample of the study consist of 195 nos of both urban and rural area higher secondary (10+2) level adolescent girl student of kamrup district of Assam. the main objective of the study is to compare the awareness level of the urban and rural located adolescent girl students. The findings of the study reveals that rural adolescent girls are less empowered than urban adolescent girls and there is a significant difference between rural and urban adolescent girls' awareness level.

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White, Samantha. "Black Girls Swim." Girlhood Studies 14, no. 2 (June 1, 2021): 63–79. http://dx.doi.org/10.3167/ghs.2021.140206.

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During the early part of the twentieth century, Black girls in the United States attended Young Women’s Christian Associations (YWCAs) where they received instruction in sports and physical activity. Using archival research, in this article I examine the role of swimming in Black girls’ sports and physical activity practices in Northern YWCAs. With a focus on the construction of Black girlhood, health, and embodiment, I trace how girls navigated spatial segregation, beauty ideals, and athleticism. I highlight the experiences of Black girl swimmers—subjects who have often been rendered invisible in the historical and contemporary sporting landscape.

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Arafat, Afia, Noor Azizah Ahmad, and Sharifah Fazliyaton Shaik Ismail. "Socio-Cultural Gender Norms and Economic Barriers in The Context of Rural High School Girls’ Dropout in Bangladesh: A Qualitative Study." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 8 (August 10, 2021): 436–47. http://dx.doi.org/10.47405/mjssh.v6i8.962.

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While attending high schools, in Bangladesh, rural school girls face the pressure of socio-cultural gender norms and the barriers of economic deprivation. This paper aims to analyze the multifaceted connection between gender norms and economic deprivation of families in rural Bangladesh; and how the dynamics of the connection affect high school girls’ opportunities of further education. The paper identifies the major factors that lead girls to drop out of school. In-depth qualitative interview sessions were conducted with 5 rural high school dropout girls. The analysis incorporates both thematic and narrative analyses. The study finds that gender norms, socioeconomic realities, deprivation and poverty work as barriers; and affect girl’s future education by restricting girl’s opportunities and social mobility with the support of discriminatory gender norms and practices. Parents compromise on girls’ education by giving gender norms a priority. Instead of encouraging girls’ future education parents tend to ensure their daughter’s future in an early marriage. Among the financially challenged families, girls’ domestic duties are prioritized over their aspiration of getting education. Most parents are concerned about the sexual security/chastity of their girls, which also force girls to drop out of high schools. Few parents/guardians who encourage and support girls’ education usually take the initiative to bring changes by resisting social norms that obstruct and limit girls’ opportunities. The paper concludes that in the context of persistent socio-cultural gender norms, resistance against regressive gender ideologies and social norms are needed to bring positive changes in gender socialization.

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Hasan, M. N. "Factors Associated with Attrition of Girls Students from School in Bangladesh." Journal of Scientific Research 12, no. 1 (January 1, 2020): 29–38. http://dx.doi.org/10.3329/jsr.v12i1.41579.

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Many girls who enrolled in a school but didn’t complete elementary or secondary education, have become a serious problem in the last few decades in Bangladesh. Several studies have been conducted to identify the determinants of school dropout by constructing bivariate and multiple logistic regression (MLR) model. Bangladesh multiple indicator cluster surveys (MICS) 2012 data were selected in this investigation. This study was based on girls aged between 15 and 17 years since all these girls should have been in school or have completed primary education. The backward stepwise method was used for model selection and fitting to the dataset. From 4800 girls, 29.1% were out of school and 70.9% were attending school. Backward stepwise method confirmed that girl’s marital status, area, division, wealth index, religion, mothers and father’s aliveness and household education were the major reasons of girl’s dropout and these covariates are only considered in the analysis. The MLR analysis showed that married girls were significantly (OR 11.06; 95% CI 9.05–13.56) more likely to attrition compared to unmarried girls. School-based programs aimed at preventing child marriage should target girls from the fifth grade because of their escalated risk, and they need to prioritize girls from disadvantaged groups.

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Meza, Brianna, and Risto Marttinen. "The GIRL Curriculum: Co-Constructing Learning About Body Image Through Empowering After-School Programming." Journal of Youth Development 14, no. 4 (December 16, 2019): 216–31. http://dx.doi.org/10.5195/jyd.2019.771.

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From a young age, girls experience many influences that may negatively impact how they view their bodies. Many girls are subject to teasing by peers and feel pressure to conform to gender norms. Moreover, the media perpetuates an unattainable and unrealistic image of women, referred to as the ideal female body. Since peers and the media are prominent influences, researchers have implemented curricula as interventions to help girls navigate perceptions of their bodies in a healthy way. Building on prior research, the GIRL curriculum was developed as a semi-structured, co-created curriculum that aimed at engaging girls in critical analysis of media’s representation of female bodies in society. Furthermore, the GIRL curriculum aimed to help girls identify and navigate their possible perceived barriers to physical activity. This curriculum was developed as a response to a lack of resources available for teachers, after-school personnel, and others who work with young girls to engage with the girls about issues of the body in a physically active setting. This program article focuses on the development and implementation of the GIRL curriculum and provides insight, through qualitative analyses, into how a curriculum could help young girls improve their understanding and perception of their bodies and feel empowered. A copy of the co-created curriculum is presented. The researchers urge future practitioners to co-create the curriculum with their participants in order to create opportunities that would allow young girls to view their bodies in a more positive light and feel empowered through a variety of activities.

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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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Horrocks, Allison, and Mary Mahoney. "American Girls." Public Historian 43, no. 1 (February 1, 2021): 164–80. http://dx.doi.org/10.1525/tph.2021.43.1.164.

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Since Pleasant Rowland launched the American Girl brand in 1986, the popular dolls and books have inspired generations of young people. The American Girls Podcast, developed and produced by two historians, re-examines the world of American Girl, applying historical analysis and social commentary to understand how formative the brand was for their own and others’ lives. The podcast has also cultivated a community of listeners who continue to engage with the dolls and stories in innovative ways; in this way, the show serves as a forum for ongoing conversations about the meaning of American Girl.

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Schmidt, Bonnie M., and Richard Mark Nixon. "Improving girls' attitudes towards science." Public Understanding of Science 5, no. 3 (July 1996): 255–68. http://dx.doi.org/10.1088/0963-6625/5/3/005.

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This study evaluated the effect of an outreach project, called the `Scientist Badge for Brownies and Girl Guides', on science attitudes and achievement of girls aged 6-12. The programme reached nearly 1500 girls and consisted of ninety minutes of hands-on activities led by university science student volunteers. Participation appeared to improve the image of scientists held by all girls, but especially in the case of the older Girl Guides. Responses to specific statements designed to assess science attitudes appeared to be age-related: compared to older girls, fewer young participants believed that they will be hurt doing science and more believed that they should participate in regular science activities during their meetings. Although all participants enjoyed the programme, there was a steady decline in confidence in their own scientific ability, with obvious drops at ages 8 and 10. It appears that a small effort by volunteers can have a significant impact on both science achievement and attitude of young girls; however, more effort is required to improve the confidence of a group which is at serious risk of avoiding science.

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Collins, Martha. "Girls." Women's Review of Books 7, no. 9 (June 1990): 24. http://dx.doi.org/10.2307/4020773.

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Leitz, Lisa. "Girl fights: exploring females’ resistance to educational structures." International Journal of Sociology and Social Policy 23, no. 11 (November 1, 2003): 15–46. http://dx.doi.org/10.1108/01443330310790345.

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This article looks at girls who fight in order to evaluate theories of education for marginalized girls. As oppositional culture and educational resistance theories suggest for boys’ misconduct in school, girl fights are found to be a product of deindustrialization, family expectations, and peer culture. Within peer groups of marginalized students an oppositional culture develops such that girls gain respect from their peers by fighting because they demonstrate a necessary toughness. Girls who fight have a complicated relationship to education. Contrary to oppositional culture theory, these girls value educational achievement. However, the girls’ relationships with teachers are strained. Teachers do not appreciate “tough” girls. Race, class, and gender together construct a student culture that produces girls who fight in school.

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Schaffner, Laurie. "Violence Against Girls Provokes Girls' Violence." Violence Against Women 13, no. 12 (December 2007): 1229–48. http://dx.doi.org/10.1177/1077801207309881.

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Kehily, Mary Jane. "II. Girls on Girls: Tensions and Anxieties in Research with Girls." Feminism & Psychology 14, no. 3 (August 2004): 366–70. http://dx.doi.org/10.1177/0959353504044636.

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Masykuroh, Qanitah, and Siti Fatimah. "GIRLHOOD AND FEMININE IDEALS: LINGUISTIC REPRESENTATION OF FEMININITY IN INDONESIAN FOLKTALES." Humanities & Social Sciences Reviews 7, no. 3 (April 30, 2019): 356–61. http://dx.doi.org/10.18510/hssr.2019.7353.

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Purpose: The purpose of this paper is to investigate the linguistic construction of the femininity for girl characters in Indonesian folktales retold in children’s books. During the phase of their lives as girls, female characters in Indonesia folktales are narratively bound up in attempts to confront, fulfill, and sometimes defy, social prescribed feminine roles. Methodology: The data are twenty Indonesian folktales depicting girls as the main characters. The lexical, as well as clausal constructions in the stories in relation to girls are analyzed using content analysis and Halliday’s transitivity within the framework of Systemic Functional Linguistics. Results: The results show that ideal femininity attributed to girls in Indonesian folktales are mainly of three dimensions i.e. beauty, virtue, and passivity. The lexical representation of girl femininity reveals that girls in Indonesian folktales are typically stereotyped with either traditional femininity or non-conforming femininity. Implications: The clausal analysis shows how the stories present the attempt of the girls to fulfill the ideal feminine roles. There seems to be a reward for girls who fulfill ‘proper’ feminine qualities and punishment for girls who defy the ideal femininity. However, there are girls who seem to be non-conforming to the ideals of traditional femininity but rewarded as well as girls who fail at feminine roles but not punished with the provision of forgiveness. Thus, this paper contributes to the discussion on the girlhood femininity in contemporary children’s books.

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Umahi Nnennaya, Esther, Sonnen Atinge, Somterimmam Paul Dogara, and Rimande Joel Ubandoma. "Menstrual hygiene management among adolescent school girls in Taraba State, Nigeria." African Health Sciences 21, no. 2 (August 2, 2021): 842–51. http://dx.doi.org/10.4314/ahs.v21i2.45.

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Background: The onset of menstruation denotes a landmark event in pubertal development of the adolescent girl. Lack of adequate knowledge and good menstrual hygiene management can have far reaching consequences on the girl’s wellbeing, dignity and reproductive health. Objectives: This study assessed the menstrual knowledge and hygiene practices of adolescent school girls in Taraba State, Nigeria. Methods: A descriptive cross sectional study conducted among 297 adolescent school girls. Participants were selected using multistage sampling technique. A self-administered, structured questionnaire was used for data collection. The Statistical Package for Social Sciences (SPSS) version 22.0 was used for the analysis of data. Results: The mean age at menarche was 13.7 years (± 6.7). Over three-quarter (76.1%) of the girls knew about menstruation before experiencing it. Mothers (48.1%) were the leading source of information about menstruation to the students. The study found that 207 (69.7%) of respondents had good knowledge about menstruation while 171 (57.58%) had good men- strual hygiene management. Knowledge was significantly associated with good menstrual hygiene management (p<0.001). Conclusion: Knowledge of menstruation and hygienic practices during menstruation among the participants in the study was encouraging. Every adolescent girl should be equipped with the right knowledge and support for good menstrual hy- giene management. Keywords: Menstrual hygiene; adolescents; Taraba; Nigeria.

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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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Kozina, Z. L., S. S. Iermakov, L. A. Kadutskaya, F. I. Sobyanin, M. Krzeminski, I. N. Sobko, and O. A. Ryepko. "Comparative characteristic of correlation between pulse subjective indicators of girl students’ and school girls’ reaction to physical load." Physical education of students 20, no. 4 (August 28, 2016): 24–34. http://dx.doi.org/10.15561/20755279.2016.0403.

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Purpose: to determine characteristics of correlation of girl students’ and school girls’ subjective and physiological parameters of reaction to physical load. Material: in the research sportswomen of two age groups participated: adult qualified girl students-basketball players (n=40, age 20-22years) and junior basketball players (n=35, age12-13years). Registration of heart beats rate was fulfilled with «Polar RS300X». Simultaneously, we registered subjective feeling of loaf value (heaviness) by Borg’s method. Results: it was found that in conditions of natural training and competition functioning, with equal heart beats rate values school girls feel tension of fulfilled work subjectively easier. It can be explained by higher maximal values of school girls’ heat beats rate, comparing with girls students. Equal values of heart beats rate reflect different changes in girl students’ and school girls’ organisms. That is why they can not serve reliably informative indicator of load. Conclusions: we determined characteristics of perceived tension under load of game character. It can be connected with emotional tension, which is characteristic for basketball.

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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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Sardella-Ayres, Dawn, and Ashley N. Reese. "Where to from Here?" Girlhood Studies 13, no. 1 (March 1, 2020): 33–49. http://dx.doi.org/10.3167/ghs.2020.130104.

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In this article, we seek to articulate a genre theory-centered definition of girls’ literature, and interrogate its subgenre, the girl’s bildungsroman, as contextual, cultural sites of rhetoric regarding girls and girlhood. By exploring English-language North American girls’ literature, we identify it within a framework of genre as social action, tracing the protagonists’ maturation into the socially determined roles of wife and mother. We explore the ways in which the girl’s bildungsroman follows a home-away-home model, but with the end result of socially acceptable community integration, rather than the boy’s bildungsroman’s culmination in heroic independent identity via quests and adventures.

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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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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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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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Nelson, Andrew A., and Christia Spears Brown. "Too Pretty for Homework: Sexualized Gender Stereotypes Predict Academic Attitudes for Gender-Typical Early Adolescent Girls." Journal of Early Adolescence 39, no. 4 (May 23, 2018): 603–17. http://dx.doi.org/10.1177/0272431618776132.

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Sexualized gender stereotypes (SGS) are commonly endorsed by adolescent girls. These stereotypes include the notion that girls can enhance their social status by prioritizing their sexualized attractiveness, which necessitates downplaying other traits such as intelligence. According to the stereotype emulation hypothesis, a girl will be more likely to “emulate” SGS if she also identifies as a typical girl. Based on this hypothesis, the current study examined the relationship between girls’ SGS endorsement and their academic motivations, beliefs, and motivations—and whether this relationship was moderated by gender typicality. Girls ( N = 99), aged 11 years to 14 years ( Meanage = 12.4 years, SD = .57 years), completed a survey assessing their academic outcomes, SGS endorsement, and gender typicality. As hypothesized, results indicated that higher endorsement of SGS was generally associated with maladaptive academic outcomes, and this association was the strongest for highly gender-typical girls. Theoretical and educational implications are discussed.

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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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Chen, PeiYao, Faedra Lazar Weiss, and Heather Johnston Nicholson. "Girls Study Girls Inc.: Engaging Girls in Evaluation Through Participatory Action Research." American Journal of Community Psychology 46, no. 1-2 (June 8, 2010): 228–37. http://dx.doi.org/10.1007/s10464-010-9328-7.

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