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Left Behind by COVID-19

Experiences of “Left-Behind” Girls in Rural China

Jue Wang

Introduction As COVID-19 infections began spreading quickly in late January 2020 in China, the Ministry of Education ordered all schools to hold virtual classes in February to fulfill their learning objectives. 1 This official policy

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The Girlhood Project

Pivoting our Model with Girls During COVID-19

Cheryl Weiner, Kathryn Van Demark, Sarah Doyle, Jocelyn Martinez, Fia Walklet, and Amy Rutstein-Riley

girlhood—sexuality/ies, race, class, ethnicity, education, the media, and current events—have an impact on their lives. A critical part of the TGP experience is made up of the relationships that develop between TGP students and the girls, and the issues

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Jennifer A. Thompson, Sarah L. Fraser, Rocio Macabena Perez, Charlotte Paquette, and Katherine L. Frohlich

13, private secondary schools and CEGEPs 3 introduced online classes within a few weeks, while public secondary schools took almost two months to provide formal instruction. Reaching young people virtually in the context and urgency of the crisis

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“Some Things Just Won't Go Back”

Teen Girls’ Online Dating Relationships during COVID-19

Alanna Goldstein and Sarah Flicker

partners in any number of ways. According to Joy's experience, “most people in our age group would meet people at school, so the people you hang out with in class, the people you sit next to, the people you meet in clubs.” Maggie said, “In my friend group

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Girls, Homelessness, and COVID-19

The Urgent Need for Research and Action

Kaitlin Schwan, Erin Dej, and Alicia Versteegh

homelessness among girls, positioning patriarchy as one of the key “social structures that create a ‘tendency’ to cause homelessness” (Bapatista 2010: 170) among girls. We seek to illuminate how intersecting social locations (race, (dis)ability, class, sexual

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Meghan Bellerose, Maryama Diaw, Jessie Pinchoff, Beth Kangwana, and Karen Austrian

adolescents were spending learning from home, it is likely less than was spent attending classes prior to the pandemic since over half reported increased time spent on household chores since the pandemic began. Gaps in educational progress as short as four to

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Kokums to the Iskwêsisisak

COVID-19 and Urban Métis Girls and Young Women

Carly Jones, Renée Monchalin, Cheryllee Bourgeois, and Janet Smylie

tailored towards middle- and upper-class nuclear families and ignore the fact that such strategies are extraordinarily difficult to apply in many urban Métis contexts. We need to remember that, while most Métis girls live with their parents, a high

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Social Isolation and Disrupted Privacy

Impacts of COVID-19 on Adolescent Girls in Humanitarian Contexts

Sarah Baird, Sarah Alheiwidi, Rebecca Dutton, Khadija Mitu, Erin Oakley, Tassew Woldehanna, and Nicola Jones

to talk with school friends about lessons, what happened in class … when I felt sad they would come to me, make me laugh and play … but now I just pray that Allah removes this disease and we get back like before to go back to school. The

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Olga Zdravomyslova and Elena Onegina

has expanded since the line between home and school, home and work, or free time and working time has disappeared. This was one of the main challenges that the girls talked about. I had to take my classes online because of the virus. Naturally, it