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Shapeshifters

Black Girls and the Choreography of Citizenship

Jennifer Bethune

Aimee Meredith Cox. 2015. Can Citizenship Care? Black Girls Reimagining Citizenship. Durham, NC, Duke University Press.

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Towards a Fairer Future

An Activist Model of Black Girl Leadership

Courtney Cook

Abstract

In the study on which this article is based, I examine the correlation between the number of Black girls in leadership programs and the number of Black female leaders in nonprofit organizations. I carried out research on Black girl leadership to understand the shortcomings of programs meant to teach Black girls appropriate leadership skills and I conducted interviews with female leaders to determine the hurdles faced by Black women trying to obtain leadership roles in the nonprofit sector. My findings show that there is a disconnect between Black and white women in leadership roles and that impediments for Black women affect leadership prospects for Black girls. This article is a call to create an activist model that supports the professional trajectories of Black girls.

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“Why Do We Ask Them About Their Gender, If We Then Go on to Do Nothing with It?”

Constructions of Masculinity in Youth Justice in England and Wales

Eric Baumgartner

Abstract

Boys and young men continue to make up 81 percent of the Youth Justice System (YJS) in England and Wales, yet dominant discourses on young people who have been identified as having offended largely neglect to examine the potential role of masculinity in offending and interventions. This article aims to fill the gap of research in this area by exploring the role masculinity may play as understood by practitioners. It concludes that practitioners closely link “localized forms of hegemonic masculinity” to offending behavior of boys and young men.

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America's Favorite Doll?

Conflicting Discourses of Commodity Activism

Diana Leon-Boys

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Consuming Katniss

Spectacle and Spectatorship in The Hunger Games

Samantha Poulos

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Stephanie Russo

Abstract

Anne Boleyn has been narrativized in Young Adult (YA) historical fiction since the nineteenth century. Since the popular Showtime series The Tudors (2007–2010) aired, teenage girls have shown increased interest in the story of Anne Boleyn, Henry VIII's second and most infamous queen. This construction of Boleyn suggests that she was both celebrated and punished for her proto-feminist agency and forthright sexuality. A new subgenre of Boleyn historical fiction has also recently emerged—YA novels in which her story is rewritten as a contemporary high school drama. In this article, I consider several YA novels about Anne Boleyn in order to explore the relevance to contemporary teenage girls of a woman who lived and died 500 years ago.

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Heta Mulari

Abstract

In this article I discuss girls’ and non-binary young people's experiences of unwelcome intergenerational encounters in the Helsinki metro underground transport network. I foreground a theoretical conception of the metro as an urban space in which the material is deeply intertwined with the political and as a space with its own racialized, gendered, and age-based hierarchies. Calling on the work of Sara Ahmed, I investigate how girls and non-binary young people make meaning of unwanted emotional encounters in the metro space and how they use and adopt certain material and digital strategies that Helena Saarikoski calls young feminine choreographies, to cope in these situations. This article is based on interviews with girls and non-binary young people who were then between 16 and 17 years of age.

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“Farmers Don't Dance”

The Construction of Gender in a Rural Scottish School

Fiona G. Menzies and Ninetta Santoro

Abstract

In this article we examine the influence of rurality on the construction of masculinity and femininity for, and by, pupils in a rural secondary school in Scotland. Using data from semi-structured interviews with male and female pupils and a teacher, as well as observations of classroom interactions over a period of 12 months, we highlight how girls take up multiple and complex gendered identities in a rural context and we emphasize the tensions they experience as they negotiate a feminine identity in a rural space constructed and described as masculine. Findings suggest that this construction is, at times, supported by teachers’ practices and their interactions with pupils. We conclude by discussing the implications for teachers in rural schools and point to the need to support girls to ensure that their educational opportunities are not limited by the deep-rooted associations that exist between rurality and masculinity.

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“Hot-for-Teacher”

Statutory Rape or Postfeminism in Pretty Little Liars?

Shara Crookston

Abstract

In this article I explore the highly problematic but wildly acclaimed romantic relationship between Aria Montgomery, a high school junior, and her English teacher Ezra Fitz in the television series Pretty Little Liars. This partnership normalizes gendered power imbalances often common to heterosexual partnerships, yet fervent fans have supported the duo enthusiastically, dubbing the couple #Ezria in blogs and social media. As we know, much research shows that along with unintended pregnancy, young girls who are victims of child sexual abuse by adult males suffer from depression. These outcomes are not shown in Pretty Little Liars: the series ends with Aria marrying her teacher in an example of a happily-ever-after ending, thereby reinforcing postfeminist ideas that Aria's self-efficacy has never been compromised. I argue that in the era of #Metoo, the exploration of power in heterosexual romantic relationships on television shows aimed at adolescent girl audiences is a site for critical analysis.

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Solveig Roth and Dagny Stuedahl

Abstract

In this article, we examine the case history of a young multi-ethnic Norwegian girl, whom we call Anna, from the age of 15 to 17 to show how her self-understanding of positionings within her educational transitions illustrates how gendered expectations in a Norwegian context influence girls’ future trajectories. We use the concepts of social positional identities in figured worlds and performativity to explore self-understanding. Anna's case history illustrates how gender performativity comes about out of a complex web of family, school, and societal expectations. We discuss the tensions Anna experienced in her educational trajectory and the changes in her performative positioning when she entered upper secondary school. We consider the ways in which this had implications for her future life trajectory and offer suggestions to educators on how to understand and support the different learning trajectories of multi-ethnic students.