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Tehmina Pirzada

violence. Instead, she chooses peace, love, logic, and reason as viable tactics to overcome her enemies. These tactics are particularly significant because they not only subvert the platitudinous stereotype about the Muslim community, especially Muslim men

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Suzan Hirsch

This paper reports on case studies spanning four consecutive years (2005-2008) focused on addressing and challenging Australian primary school boys’ disengagement with English, particularly reading, using an action research process informed by both quantitative and qualitative data. Primary participants were all male and ranged from 8 to 11 years of age. Boys were identified and selected for each case study based on the questionnaire and interview results from whole grade surveys of both males and females. The data results identified the boys with negative views of literacy and boys who identified reading as being a feminine activity, thereby narrowing their perceptions of masculinity. These boys were involved in a reading/mentoring program with high profile professional Rugby League players. The celebrity rugby league players were involved in ten weekly mentoring and reading sessions with male participants each year. These sessions focused on building positive male identity, shifting negative attitudes to reading and challenging negative stereotypes of both professional sportsmen and boys as readers. After each of the case studies, quantitative and qualitative data indicated a positive change in the participants’ attitudes towards reading as well as their perceived stereotypes of males as readers and increased involvement in voluntary reading.

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Brigette Krieg

community concerns stereotypically attached to young Indigenous women. In fact, they felt that many of the personal issues they experienced were the direct consequence of specific systemic community issues. They readily acknowledged that historic systemic

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Paula MacDowell

through their media production processes. I believe that if we want to learn more about girls we need to listen to their stories. Additionally, if we want girls to transform gender stereotypes in popular media we need to educate and empower them to create

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I’m Not Loud, I’m Outspoken

Narratives of Four Jamaican Girls’ Identity and Academic Success

Rowena Linton and Lorna McLean

schooling for black students. While attempts have been made to eliminate these problems institutionally, some black female students, as we shall see, have taken matters into their own hands so as to defy stereotypes, and have, instead, excelled academically

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Claudia Mitchell

. The exploration of how tweens construct their own digital identities that challenge the stereotypical media portrayals of girlhood and the investigation of the relationship for tween girls between sexting and sexual agency expand on crucial areas in

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From Risk to Resistance

Girls and Technologies of Nonviolence

Laurel Hart

include retraumatization, anonymity, participants’ accessibility to technologies, the perpetuation of stereotypes, and consent in group work. They offer the questions that have emerged in the field, cite experiences that have led to greater understanding

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Erin Newcomb

, the princess story subgenre exerts influence at the social and personal levels. Rothschild describes “periods of ‘gender intensification,’ stages in life when the person is more aware of and influenced by traditional gender stereotypes” (6); such

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Queering Virginity

From Unruly Girls to Effeminate Boys

Eftihia Mihelakis

virginity” (69). The authors guide us through the “queerness and strangeness of male virginity precisely because it contradicts stereotypes often associated with male sexuality” (78) by exposing instances of Edward’s experiences of erotophobia, hysteria, and

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Smart Girl Identity

Possibilities and Implications

Bernice Loh

part in the constr uctions and complexities of smartness. The girls in Raby and Pomerantz’s study often brought up the differences between prestigious and less prestigious schools, and made references to the “smart Asian stereotype” (139) to explain why