This article examines the impact of women's studies on at-risk high school girls. This analysis was conducted within a larger intervention study examining the effect of women's studies on levels of sexual harassment within the school. As a teacher researcher, I observed that students were embracing terms traditionally degrading to women so I then began to study the language usage of the students in the course as a separate study. I assessed changes in the language usage of students and observed the evolution of their language. It became, as the course progressed, more egalitarian and em powered as they embraced feminist principles.
A Qualitative Investigation of Language Usage by Girls in a High School Women's Studies Course
Jennifer L. Martin
In this article, I analyze Koroleva Balu, hereafter referred to in English as The Queen of the Ball, a Ukrainian makeover TV show for schoolgirls that showcases girls' competition for the title of Queen during the preparation for their high school prom. A crew of professional stylists assists the participants, creating their personal styles. My focus is on an analysis of the concepts of girls' empowerment through feminine beauty and “femme-ing the normative.” I investigate how gender is constructed by the show as a performative act and how this process corresponds to post-socialist views of beauty and femininity.
Hirut Tefferi and Katy Anis
This report aims to identify the individual and external factors that have engendered the development of resilience among Ethiopian secondary school girls. Pact Ethiopia initiated this study on resilience as a component of the GET-SET project in order to better understand how girls overcome and pursue their education despite multifarious adversities in their personal lives and in the wider environment. The GET SET project is funded by the Oak Foundation, a donor which funds activities to combat global social and environmental concern that have a major impact on the lives of the disadvantaged, particularly in relation to child abuse, human rights and women’s development. The GET SET project works to empower girls whose life circumstances put them at risk of sexual exploitation and abuse in their communities and school environment. GET SET builds on a sister project of Pact Ethiopia, Girls’ Empowerment and Management Project (GEM), which provided significant academic strengthening, economic strengthening and life skills training inputs into girls’ lives over a two-year period. GET SET operates around the vicinity of fifteen secondary schools in three regions of Ethiopia: Amhara, Gambella and Southern Nations, Nationalities and Peoples Region (SNNPR).
Claudia Mitchell and Jacqueline Reid-Walsh
The publishing of the articles in this issue of Girlhood Studies coincides with the global events related to the First International Day of the Girl—11 October 2012. Th is is a day formally declared by the United Nations as the one set aside to articulate the challenges girls face and to promote girls’ empowerment and the fulfillment of their human rights. The actual process of gaining official recognition through the United Nations for a specific day is no small feat. The efforts of organizations such as Plan International and even government bodies such as the Status of Women in Canada were key in making this happen in order to address the need for greater understanding of girl-specific issues. In the global context, for example, girls are three times more likely to be malnourished than boys. Of the world’s 130 million out-of-school youth, 70 percent are girls. In the Canadian context, as the Minister responsible for the Status of Women highlighted in an International Day of the Girl message, young women from the ages of fifteen to nineteen years experience nearly ten times the rate of date violence as do young men. Close to 70 percent of victims of internet intimidation are women or young girls, and girls and young women are nearly twice as likely as young men and boys to suffer certain mental health problems such as depression, and anxiety about body image and self-esteem remains prevalent among girls. Th us, while October 11 is a time for celebration, it is also a time for reflection and a reminder about how much work there is still to do.
Intergenerational Activism and the Ethics of Empowering Girls
“mean something.” Taken together, Alisha’s comments resist the normative us-and-them boundaries between girls and women while simultaneously solidifying collective action and intergenerational partnership as essential to girls’ empowerment. Despite this
When the Light Is Fire: Maasai Schoolgirls in Contemporary Kenya
largest takeaway is Switzer's contribution to new understandings and her offering of some nuances of contemporary girls’ empowerment discourses via girl effects logic. Switzer paints a picture of the far-reaching impact of such neocolonial policies and
Resolution 66/170 to the 2011 General Assembly, the Mission sought to mark each IDG on 11 October with a signature event that showcased the critical importance of girls’ empowerment and leadership in “promoting and protecting the full and effective enjoyment
Are Helplines Useful?
cast within the frameworks of agency and rights-based approaches, and girls’ empowerment are thus lauded as vital enablers of voice and choice, particularly for girls who suffer multiple forms of oppression because of their age, sex and gender, and
Meghan Bellerose, Maryama Diaw, Jessie Pinchoff, Beth Kangwana, and Karen Austrian
C Hewett . 2020 . “ The Impact of the Adolescent Girls Empowerment Program (AGEP) on Short and Long Term Social, Economic, Education and Fertility Outcomes: A Cluster Randomized Controlled Trial in Zambia .” BMC Public Health 20 ( 1 ): 1 – 15
contradictory forces in the discourse of girl empowerment and how their experience shapes their values about family and sexuality, as well as their aspirations, I conducted a case study from 2005 to 2008 in a public high school, located in a working