Girlhood Studies: An Interdisciplinary Journalis a peer-reviewed journal providing a forum for the critical discussion of girlhood from a variety of disciplinary perspectives, and for the dissemination of current research and reflections on girls' lives to a broad, cross-disciplinary audience of scholars, researchers, practitioners in the fields of education, social service and health care and policy makers. International and interdisciplinary in scope, it is committed to feminist, anti-discrimination, anti-oppression approaches and solicits manuscripts from a variety of disciplines.
The mission of the journal is to bring together contributions from and initiate dialogue among perspectives ranging from medical and legal practice, ethnographic inquiry, philosophical reflection, historical investigations, literary, cultural and media research to curriculum design and policy-making. Topics addressed within the journal include girls and schooling, girls and feminism, girls and sexuality, girlhood in the context of Boyhood Studies, girls and new media and popular culture, representation of girls in different media, histories of girlhood, girls and development.
Girlhood Studies is indexed/abstracted in:
Bibliometric Research Indicator List (BFI)
Biography Index (Ebsco)
Emerging Sciences Citation Index (Web of Science)
European Reference Index for the Humanities and the Social Sciences (ERIH PLUS)
MLA International Bibliography
Norwegian Register for Scientific Journals, Series and Publishers
Social Sciences Abstracts (Ebsco)
Social Sciences Index (Ebsco)
Studies on Women and Gender Abstracts (Taylor & Francis)
TOC Premier Table of Contents (Ebsco)
Women's Studies Librarian: Feminist Periodicals (University of Wisconsin)
Editor-in-Chief: Claudia Mitchell, McGill University
Managing Editor: Ann Smith, McGill University
Reviews Editor: Marnina Gonick, Mount St. Vincent University
Annemarie Adams, McGill University, Canada
Rawwida Baksh, Women's Rights and Citizenship program, International Development Research Centre, Canada
Lyn Mikel Brown, Colby College, USA
Suzanne de Castell, Simon Fraser University, Canada
Fatuma Chege, Kenyatta University, Kenya
Meredith Cherland, University of Regina, Canada
Linda Chisholm, Human Sciences Research Council of South Africa
Daniel Thomas Cook, Childhood Studies and Sociology, Rutgers University, USA
Dawn Currie, University of British Columbia, Canada
Catherine Driscoll, University of Sydney, Australia
Kirsten Drotner, Centre for Child and Youth Media Studies
Michelle Fine, Graduate Center of the City University of New York, USA
Miriam Forman-Brunell, University of Missouri- Kansas City, USA
Marnina Gonick, Mount St. Vincent University
Anita Harris, MonashUniversity, Australia
Mary Jane Kehily, Centre for Childhood, Development, and Learning, Open University, UK
June Larkin, Equity Studies Program, University of Toronto, Canada
Dafna Lemish, Rutgers, the State University of New Jersey, USA
Loren Lerner, Concordia University, Canada
Nancy Lesko, Teacher's College, Columbia University, USA
Changu Mannathoko, Senior Advisor on Education, UNICEF
Sharon Mazzarella, James Madison University, USA
Relebohile Moletsane, University of KwaZulu-Natal, South Africa
Shree Mulay, Memorial University of Newfoundland, Canada
Elina Oinas, University of Helsinki, Finland
Lissa Paul, Brock University, Canada
Cindy Patton, Simon Fraser University, Canada
Emma Renold, Cardiff University, Wales, UK
Kim Reynolds, University of Newcastle, UK
Heidi Ross, Indiana University, USA
Ellen Seiter, University of Southern California, USA
Sonal Shukla, Vacha Women's Resource Centre, Mumbai, India
Shirley R. Steinberg, Werklund Foundation Centre for Youth Leadership Education University of Calgary, Canada
Lynne Vallone, Childhood Studies and Sociology, Rutgers University, USA
Valerie Walkerdine, Cardiff University, Wales, UK
Sandra Weber, Concordia University, Canada
Rebekah Willet, University of Wisconsin-Madison
Olga Zdravomyslova, Gorbachev Foundation, Moscow, Russia
The editorial board welcomes contributions. Article submissions are accepted continually and all authors are encouraged to contribute.
Authors should submit articles electronically as attachments by e-mail, formatted as Microsoft Word files. Please note that all correspondence will be carried out via e-mail. Submissions without complete and properly formatted reference lists may be rejected; manuscripts that have been accepted for publication but do not conform to the Girlhood Studies style will be returned to the author for amendment.
Articles should have a maximum of 6,500 words (including notes and references). Book reviews should be approximately 1,500 words in length. Manuscripts should follow the requirements laid down in the Submission Guidelines. This is particularly important in relation to in-text citations and reference list details. While we would prefer not to have to return manuscripts that do not comply to their authors for style revision, we may be compelled to do so before we submit them for review.
PROCESS FOR REFEREEING AND ACCEPTING ARTICLES Girlhood Studies is a refereed journal. Articles are sent to reviewers with relevant experience and expertise for comment. Referees are asked to advise the editors whether the article should be published and if so, with what recommended changes. The editors respond to the author with their decision and a list of any changes needed for the article to be accepted for publication. They also send the anonymous referees' comments to the author.
Manuscripts that have been accepted for publication but do not conform to the style guide may be returned to the author for amendment. The editors also reserve the right to alter usage to conform to the style guide issued by the publishers. Authors may not supply new materials or request major alterations following the copyediting stage, so please ensure that all text is final upon acceptance.
The Girlhood Studies style guide is based on TheChicago Manual of Style (CMS), with some deviations for house preferences. The American Heritage Dictionary (3rd edition) and Webster's New Collegiate Dictionary (10th edition), supplemented by Webster's New International Dictionary, are our arbiters for US spelling, especially for hyphenated words, words in italic, and so forth. Please refer to the style guide for a summary of key stylistic requirements.
Authors published in Girlhood Studies (GHS) certify that their works are original and their own. The editors certify that all materials, with the possible exception of editorial introductions, book reviews, and some types of commentary, have been subjected to double-blind peer review by qualified scholars in the field. While every effort is made by the publishers and the editorial board to see that no inaccurate or misleading data, opinions, or statements appear in this journal, they wish to make it clear that the data and opinions appearing in the articles herein are the sole responsibility of the contributor concerned. For a more detailed explanation concerning these qualifications and responsibilities, please see the complete GHS Ethics Statement.
Girlhood Studies is committed to inclusive citation and scholarly practice. We encourage our contributors to ensure they reference and engage with the works of female, black, and minority ethnic writers, and work by other under-represented groups wherever possible.