The sexualization of the female body in contemporary media has created considerable anxiety about its impact on girls. Much of the resulting research focuses on the influence of visual media on body image and the flow-on effects for girls' health. Rather less attention is paid to the pedagogical role of popular romance fiction in teaching girls about their sexuality. Given the pronounced increase in eroticized fiction for girls over the past decade, this is a significant oversight. This article applies Hakim's (2010) concept of erotic capital to two chick lit novels for girls. The elements of erotic capital—assets additional to economic, cultural and social capital—are used to explore the lessons these novels teach about girl sexual subjectivities and sociality in a sexualized culture.
Does Social Capital Shape Women's Lives?
Supriya Baily, Gloria Wang, and Elisabeth Scotto-Lavino
curious as to how those experiences might have stayed with them, what impact they might have had on their adult lives, and what connection those experiences might have had with their social capital the further they were removed from their girlhood activism
ongoing challenges related to expanding girls’ political capital and influencing global policymakers while we are all laboring under neoliberal narratives of exceptional girl power. Girl activism networks today must balance promoting “girls’ agency as
Space, Perspective, and Critical Research Skills
This article investigates the potential of one of the most contested and debated spaces of German Studies research, the Postdamer Platz in Berlin, as an interactive "textbook." By employing the notion of "play" the areas around the commercialized Postdamer Platz can be "read" and explored as contradictory, chaotic, messy, and haunted by ghosts of the past, despite—or possibly amplified by—the newly constructed, glossy surfaces of global media and capitalism that form a center for the German capital. I consider the subversive possibilities as well as the limits of this playful approach to teaching, exploring, and learning about commercialized urban centers in the twenty-first century.
Narratives of Four Jamaican Girls’ Identity and Academic Success
Rowena Linton and Lorna McLean
their schooling experience—suffering injustices at school, substituting social capital, and constructing resistive identity—that capture the strategies used by them to excel in school. The first two themes recollect the girls’ descriptions of their
Activist Networks by, for, and with Girls and Young Women
Catherine Vanner and Anuradha Dugal
Girls’ Political Capital at the United Nations.” She illustrates how the same systems that celebrate girls’ activism can be used to diminish the perspectives of girl activists and calls on adult feminists to push back against concern for optics in order
Black Girls and the Choreography of Citizenship
programs that seem determined to limit, rather than expand the girls’ career prospects; precarious, low-paying jobs that frustrate the girls’ attempts at economic self-sufficiency; and educational opportunities that demand a middle-class capital that the
happy affects because “compulsory able-bodiedness is always, already, a social good in neoliberal capitalism” ( Fritsch 2013: 144 ). Disabled bodies become valuable capital that is vital to this particular affective economy defined by neoliberal
Formative Experiences and Identity in Peasant Childhood
settings established in the nineteenth century, and both neoclassical and conventional Marxist economic theories in which agrarian domestic work was defined according to use-value instead of profit and capital growth. From this challenging point of
Global Narratives of Girls at Risk and Celebrity Philanthropy
girls and women are recruited toward a global acknowledgment of deep and engrained gender prejudices and toward greater capital accumulation. Nobel Peace Prize winner Malala Yousafsai exemplifies both the enduring oppression suffered by girls and the