In this article I analyze fiction and non-fiction using the critical lens or methodology of Girlhood Studies. I re-examine my published writing on Irish writer Mary Beckett and Irish-American author Lucy Grealy to demonstrate how feminist scholars can read differently. I argue that in my initial readings of the aforementioned texts I neglected the girl in the story, because I was concerned about the woman the female character would become. Finally, I also argue that feminist scholars should mine their own childhood experiences for insight into the study of girls. I provide an excerpt from my memoir in progress to demonstrate how this might be accomplished.
Capturing the Contradictions of Female Adolescence in the Nancy Drew Series
This article explores the construction of female adolescence in the first three texts of the Nancy Drew Mystery series: The Secret of the Old Clock (1930), The Hidden Staircase (1930), and The Bungalow Mystery (1930). It reviews, briefly, the development of the concept of adolescence and its gendered implications, particularly the association of female adolescent sexuality with delinquency. I argue that the Nancy Drew series rejects the construction of adolescence as a period of turmoil and emotional instability, as well as the prescription of constant adult supervision. The character of Nancy Drew also captures the contradictory messages of female adolescence in the 1930s when girls were represented as sexually attractive and aggressive but were denied sexual desire.
Marjorie Harness Goodwin
Making use of videotaped interactions of lunchtime conversations among multi-ethnic preadolescent peers (based on three years of fieldwork in LA) this ethnographically based study investigates the embodied language practices through which girls construct friendship alliances as well as relationships of power and exclusion. Girls display “best friend” relations not only through roles they select in dramatic play, such as twins married to twins in “house,” but also through embraces and celebratory handclaps that affirm alliances. Older (sixth grade) girls assert their power with respect to younger fourth grade girls through intrusive activities such as grabbing food from lunchboxes, insults, and instigating gossip; younger girls boldly resist such actions through fully embodied stances. Relations of exclusion are visible not only in seating arrangements of a marginalized “tagalong” girl with respect to the friendship clique, but also highlighted in the ways she is differentially treated when an implicit social norm is violated.
, creating a framework that continues to determine the lives of middle- and upper-middle-class Bengali children to this day. The shift from the village home or desh to the rented urban dwelling or basha caused an enormous change in the social lives of
Mille 1992 ). In neoliberal society, the bodies of young working-class minority women especially have been the significant sites of governance; states have various intervention programs to redeem them into being productive and reproductive citizens
How Mothers Influence Working-Class Girls’ Aspirations
This article examines how working-class mothers influence their daughters' aspirations. Data was gathered from focus groups and interviews with twenty-one white and African American working-class girls and fifteen of their mothers from Southwestern Pennsylvania, United States. Research revealed that the mothers' advice is gendered, class-based, and racialized, and that it emphasizes the importance of caregiving, living near family, and financial independence and security. Qualitatively examining the messages related to work and family that working-class mothers relay to their daughters and how daughters take in these messages shows the contradictions that emerge when working-class mothers support aspiration formation.
A Study of Inclusive Masculinities among High School Cross-Country Runners
Luis Morales and Edward Caffyn-Parsons
, middle-class, cross-country team from a traditionally conservative county. We find that the participants display consistent gay-friendly attitudes and varying homosocial behaviors including holding hands, hugging, cuddling, and emotional disclosure. By
Formative Experiences and Identity in Peasant Childhood
experience in which class, age, gender, and ethnic distinctions define certain tasks as girls’ peasant skills. Using data from participant observations made on three farms, I will show how girls play an active role in the appropriation of knowledge through
, class, and race in various parts of the American Girl brand, none have discussed disability. 1 Girl of the Year: American Girl Contemporary Fiction American Girl’s ablenationalism can be traced first through their fictional texts. American Girl’s Girl of
Robyn Singleton, Jacqueline Carter, Tatianna Alencar, Alicia Piñeirúa-Menéndez, and Kate Winskell
migration, gender, class, and modernity, and their resulting renegotiations around hegemonic masculinities in Oaxaca. Rurality, Class/Gender Dynamics, and Hegemonic Masculinities Over the past three and a half decades, neoliberal agrarian reforms have