Meet Lily: Hi! I'm Lily. I'm 12 years old and I'm going into junior high school next year. I have curly black hair like my dad and green eyes like my mom. It's been 170 days since school and life and shops and stuff all shut down and my little sister Chloe and I really REALLY want COVID to be over. We play dolls and read and go for walks but I also spend a lot of time online texting and stuff with my friends.
Ghostly Presences OUT THERE
Transgender Girls and Their Families in the Time of COVID
Sally Campbell Galman
There Are No Girl Pirate Captains
Boys, Girls and the "Boy Crisis" in Preschool
Sally Campbell Galman and Christine A. Mallozzi
This paper employs data from from a multi-year, ethnographic study of children in a diverse public preschool to destabilize some of the claims of the “boy crisis” literature (Hoff-Somers, 2000). Focusing on fine-grained analyses of events in the study context, the authors illustrate the complexity of everyday interactions between female teachers and the male and female preschoolers in their classes, as well as between the male and female preschoolers themselves. These analyses suggest that a preschool environment where all teachers are female is as patriarchally and hegemonically saturated as any other context, as both boys and girls (and teachers) are subject to, and invariably take up, powerful cultural scripts reflected in children’s and other media in the larger cultural milieu. Further, we emphasize that preschool—arguably among the most “feminized” school environments—is more complex than “boy crisis” proponents present.