The articles in this issue demonstrate that dolls are ubiquitous cultural forms central to girlhood and young womanhood. Yet understanding the historical and contemporary significance of dolls is a relatively recent development. Th e age-old trivialization of girls and devaluation of youth cultures led to the customary disregard of dolls as legitimate sources of documentary evidence even among scholars. It was not until the late nineteenth century that changing notions of childhood first gave rise to research on children, and a new appreciation of the meanings of play. In 1896, G. Stanley Hall, the founder of the child-study movement, a professor of psychology, and president of Clark University, co-authored with A.C. Ellis the pioneering, “A Study of Dolls,” in which he argued that doll play taught girls key lessons in femininity and maternity. Although Hall argued that “the educational value of toys was enormous” (160), dolls once again lapsed into scholarly obscurity. It was during the late 1930s that Mamie Phipps Clark, then a Master’s student in psychology, used dolls to study the self-esteem of African American children. Th e subsequent doll studies she conducted with her husband, Kenneth Clark, played a role in the 1954 landmark desegregation decision, yet failed to perpetuate doll research. It was on the (high) heels of Barbie who debuted a few years after Brown v. Board of Education, that dolls became the focus of a lively (and still on-going) discourse among parents and pundits but not among academics about their social meanings in the lives of girls.
New Directions in Doll Studies
The Struggle over Girlhood in Interwar America
This article argues that a long-standing critique of female adolescents is the source of everyday complaints about ordinary babysitters. The author traces the origins of adults' anxieties to the birth of babysitting and the advent of the modern American teenage girl in interwar America. The development of teenage girls' culture that generated conflict between grownups and girls with competing needs and notions of girlhood found expression in the condemnation of babysitters. Although experts and educators sought to curb girls' subcultural practices and principles by instructing babysitters during the Great Depression and World War II, their advice and training proved to be as ineffective at stemming the tide of girls' culture as halting the decline of babysitting. The expanding wartime economy that broadened the economic and social autonomy of teenage girls led many to turn their backs on babysitting.