350:. Girls develop a negative perception of themselves which takes a toll on their confidence and capability. Peggy Orenstein concocted the term 'confidence gap' and noticed a trend that young girls experience. Orenstein concluded that no matter economic status, geographic region, education, or race, girls still received the same messages and experienced the confidence gap. Orenstein notes that girls experience a decrease in confidence once they reach adolescence. Throughout the book, Peggy studies two girls in the eighth grade from two different backgrounds. Along her study, she noted that it was common for girls to experience eating disorders, sexual harassment, and therefore a decrease in academic performance, specifically in math and science. Orenstein discovers that the reasons girls undergo the confidence gap, is because of gender bias and sexism in school, family relations and friendship rooted in societal norms, and cultural standards. Sex abuse is often normalized in highly urban areas and girls do not have the access to sexual education to teach them about consent and protection. They then can become susceptible to teen pregnancy and sexually transmitted diseases.
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activities creating taxonomies. The second definition of play Thorne describes is some sort of production. This correlates to joking around in effort to downplay something that is stereotypical or offensive. The third definition of play translates to the capacity to accomplish something. This idea compares to the potential someone has by separating genders and highlighting inequality. The fourth and final definition of play according to Thorne corresponds to the belittlement of children. Furthermore, the term play suggests children being naïve and innocent. It also suggests them being less important or their lives to be considered simple, ultimately dismissing them. Thorne points out how it is common for men to invade verbal space when a woman is talking by interrupting, just like they dominated on the playground when they were younger.
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other even while structural forces work “to posit as the very “risky” problem, an aberration of normal.” Brown’s sentiments were echoed again during the 2016 “Black Girl
Movement: A National Conference”, a three-day conference at Columbia University in New York City that focused on Black girls, cis, queer, and trans girls, in the United States. The purpose of the conference was to recognize that while Black girls are “among the most significant cultural producers, community connectors, and trendsetters”, Black girls still remain highly invisible and “are in crisis.” Scholars have used this moment to theorize liberating projects for Black girls and Black girlhood, a site of both theoretical and practical analysis. Founded by LaKisha Simmons, Renee Sentilles, and Corinne Field,
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during the advent of the field and believe they should be in order to explore intergenerational relationships. These two scholars also criticize the increased specialization of focus in the field and subsequent disconnect between the subfields. Mary
Celeste Kearney, a scholar who does work in girl studies, notices that though there is a focus on intersectionality within the field, "non-white, non-Western girls remain vastly understudied as result of such research being conducted primarily in Canada, Australia, Great Britain, Northern Europe, and the United States." Some critics identify problems that they see with the field as a whole, claiming that it is neither a new nor exciting field, as the
377:, he references the seven stages of mankind. This piece is male oriented and describes boys going from boyhood to manhood. The only mention of women is in the piece is sparking the attention of the male. This traditional description of women alludes to the fact that they are merely objects and placed on Earth for the benefit of men. More modern examples of literature depict women in a much more accurate and less male-centric way. In addition to better portrayals of women in media, there has also been more women creating media. There are many scholars that study how media affects young girls in regards to women representation and also women who make this media.
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individual's identity cause them to be at the intersection of multiple oppressions. There are a lot of factors that can go into being a girl such as economic status, race, age, class, gender, sexuality, religion, environment, and ethnicity. Girls are highly influenced from a young age and reprimanded when societal norms are not being followed. Some groups are overlooked, and it is imperative that we consider every single one in policy making and advocacy.
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future of girlhood is in the hands of those who choose to set a good example forward for these young people to grasp onto. Marnina et al., explained in their book that we are past the after-girl power stage (2009) and that what comes next remains a mystery. Girls have seen violence in numerous stages thus making them fear the whole process of growing up. As mentioned in the text
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cultivation theory in what is shown in the media gives the notion that it is normal in society. It is vital that young girls have a diverse group of role models to idolize in the media. When girls have someone that looks like them in the media, it shows them that they are just as capable. For example, people often obsessed over
395:(2015) provides a forum for scholars centering Black girlhood to share work and collaborate. While many of the work in Black Girlhood Studies is contemporary, there are Black feminist canonical texts that home in on the ways in which Black girlhood has always already been present in the work of Black women (
325:
Previously a subject of adolescent psychology and feminist studies, girl studies have also grown through the adoption of 'Cool Japan,' a campaign by the
Japanese foreign ministry to spread the appeal of Japanese popular culture and images. Due to its preoccupation with Japanese youth and schoolgirls,
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In addition to positive role models for young girls, the field itself can grow once girl studies is seen as an established discipline. The field lacks the type of attention that other feminist fields get. Kearney claims that some factors that contributes to the lack of scholarly attention that girl
329:
Barrie Thorne, Sociology and Gender and Women's studies professor at The
University of California Berkeley, described the four interpretations of the term play. The first meaning is some sort of movement or gesture. Boys and girls almost classify themselves and participate collectively in specific
182:". Girls often associate school with being unsafe due to sexual harassment and rape. Dress code is an example of the control of girls and the message of how what they wear is more valuable than their education. The term ‘daddy’s girl’ is used popularly as an example of how girls are subordinates.
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Girlhood and girl power work together to form a strong bond between young girls across the globe. When girls are growing up, they are learning from the women around them, what is right and what is wrong. Women of the older ages are set up as role models for those who are under the age of 18. The
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Ruth Nicole Brown states that Black girlhood are, “the representations, memories, and lived experiences of being and becoming in a body marked as youthful, Black, and female.” For Brown, Black girlhood is a powerful concept that enables Black girls to create sacred spaces for themselves and each
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the author's daughter was scared to become an adult because of the concerns of others. Other people in her class were bringing articles and other pieces of writing that scared
Elisabeth into thinking that growing up was not something that she wanted to do. With girls having these types of ideas
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As an emerging field, girl studies has faced some criticisms from other scholars. Janie
Victoria Wald and Beth Cooper Benjamin have found that connections between "girls' psychosocial development and persistent issues in adult women's lives" are not as present in recent scholarship as they were
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acknowledges girls with various sexualities, family dynamics, health states, etc. Mary describes girls as trees who are frail in a huge storm. Their roots determine if they are strong enough to withstand the storm. If they are not, they will fall. Girls’ roots are their family and how they are
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make fun of these norms and also maintain them. For example, the main characters are slim, white, and heterosexual while background characters are those of different sexualities, races, and body types. Girls desire to look and act like their idols they see in media, which supports
Gerbner's
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On the topic of insuring an intersectional and transnational approach in girl studies, scholar Oneka LaBennett commented “Black schoolgirls and college students have engaged in protests across the globe. Girls themselves have drawn attention to the negative impact of things like white beauty
385:
Black
Girlhood Studies has developed in recent years to combat the white washed field of Girls' studies. Black girlhood studies is understood as a site of Black feminist inquiry with aims of centering the coming into knowing Black girls’ experience and representations of Black girlhood. In
318:. The video chronicles the life of Philendelini, a young girl who was raped by her father. Mitchell mentions this film to highlight the necessity of girlhood studies; in the film, Philendelini confides in several adult women about her assault and is ignored or turned down in each instance.
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and subsequently on girls. Discussing intersectionality within girls’ studies is difficult because each girl truly does have their own experience. It is important to recognize this and that each identity that makes up an individual contributes to their unique experience. All aspects of an
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studies receives includes adult-centric feminism, male dominance in the public sphere, and the ambiguity that surrounds the field. Once girl studies is acknowledged as a serious feminist discipline then more ideas and conversation can be generated for girl studies to grow.
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As girl studies develops, "there has been significant movement away from studying girls as future women and toward analyzing girls as members of a unique demographic group", especially in psychology, history, and sociology. There is also a movement towards focusing more on
488:(2015) extends beyond the ethnographic work of the field in which the three scholars mentioned focus on place and social history to tell the stories of Black girls. This regional approach emphasizes the necessary local specifies of Black girlhood. Nazera Sadiq Wright's
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defines who a girl is and companies market towards girls in efforts to spark their attention. Companies would target products towards young girls that would subliminally send them messages about society's expectations of girls which includes toys and dolls such as
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rushing through their minds as they get older – we are not helping them grow in a safe space, instead, we are raising them to fear the outside world and not want to be a part of it. This can change if we focus on what comes next once we pass the after-girl power.
56:
and the direct perspectives and thoughts of girls themselves. The field emerged in the 1990s after decades of falling under the broader field of women's studies. Scholars within girl studies examine social and cultural elements of girlhood and move away from an
89:
studies. Girl studies seeks to work directly with girls themselves in order to analyze their lives and understand the large societal forces at play within them. Scholars in girl studies also explore the connection the field has to
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DeAnda, Michael
Anthony; deWinter, Jennifer; Hanson, Chris; Kocurek, Carly A.; Vie, Stephanie (August 2018). "'Families, Friendship, and Feelings': American Girl, Authenticating Experiences, and the Transmediation of Girlhood".
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journal states, but rather one that is established and in crisis. Kirk, Jackie et al. discussed how they experienced dishonesty in studies and self-censoring from girls to adhere to societal norms.
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Field, Corinne T.; Owens, Tammy-Charelle; Chatelain, Marcia; Simmons, Lakisha; George, Abosede; Keyse, Rhian (2016). "The
History of Black Girlhood: Recent Innovations and Future Directions".
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raised, their foundation. Some survive the storm and stay true to themselves, while others let themselves be influenced. In 2008, scholars Claudia Mitchell, Jacqueline Reid-Walsh, and
170:, girls begin to hide their honest feelings and desires from those they are in close relationships with, making it hard for them to express their feelings later in life. In 1992, the
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by "promising female youth agency and social value" from purchasing the products. Jackie Kirk et al., discuss how terms that are meant for unity and empowerment such as ‘
193:
Girl studies emerged in the 1990s, a time when there was an increased interest from the media and fashion and beauty industries in young women. Advertisers and retailers
127:
461:(2022). These texts examine Black girls’ complex racialized, gendered, and age-based cultural realities as they navigate and resist multiple forms of violences. These
1048:
290:
1948:
Owens, Tammy C.; Callier, Durell M.; Robinson, Jessica L.; Garner, Porshé R. (1 September 2017). "Towards an Interdisciplinary Field of Black Girlhood Studies".
426:
Many of the texts foundational to the contemporary field of Black girlhood studies fall within an ethnographic tradition. These works include Elizabeth Chin's
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usually denotes a young girl rather than a boy. This age period is important because it is a time of fundamental development of an adolescent concerning their
134:
prior to this decade. In the 1970s, some feminist scholars brought to attention the unbalanced focus of boyhood in comparison to girlhood in youth research.
110:
discuss girlhood beginning from birth to late twenties. Girlhood is often designated by age and consists of imitating observed and learned adult behavior.
171:
326:
Cool Japan has become a topic of girl studies, branching out into many areas. Such movements reflect the interdisciplinary nature of girl studies.
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Goldstein, Alanna; Flicker, Sarah (1 December 2020). "'Some Things Just Won't Go Back': Teen Girls' Online Dating Relationships during COVID-19".
785:
Kirk, Jackie; Mitchell, Claudia; Reid-Walsh, Jacqueline (2020). "Toward Political Agency for Girls: Mapping the Discourses of Girlhood Globally".
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after recognizing the emerging interest in the field at the 2001 "A New Girl Order: Young Women and the Future of Feminist Inquiry" conference at
1818:
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Adler, Patricia A.; Kless, Steven J.; Adler, Peter (1992). "Socialization to Gender Roles: Popularity among Elementary School Boys and Girls".
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1978:
1938:
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Alexander, Kristine (June 2012). "Can the Girl Guide Speak? The Perils and Pleasures of Looking for Children's Voices in Archival Research".
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Cherland, Meredith (2005). "Chapter Six: Reading Elisabeth's Girlhood: History and Popular Culture at Work in the Subjectivity of a Tween".
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There have been several other studies conducted that examine the relationship between the media and girls' relationships with their bodies.
1191:
Hargreaves, Duane A.; Tiggemann, Marika (December 2004). "Idealized media images and adolescent body image: 'comparing' boys and girls".
1431:
Mendes, Kaitlynn; Silva, Kumarini; Duits, Linda; Zoonen, Liesbet van; Lamb, Sharon; Banaji, Shakuntala; Edwards, Natalie (March 2009).
1226:
Gerbner, George (1986). "Living with Television: The Dynamics of the Cultivation Process". In Bryant, Jennings; Zillmann, Dolf (eds.).
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492:(2016) traces a long literary tradition to discover the origins of Black girlhood as we have come to understand the category today.
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and the experiences of girls across the world. In a 2016 article, Claudia Mitchell acknowledges the presence of girlhood studies in
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standards, the intersections of racial and gender violence, the problems with police brutality and the school-to-prison pipeline."
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discusses how in the nineteenth century, girls were traditionally defined as younger than the age of consent. Claudia Mitchell and
420:
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Popular culture oriented toward girls and young women often reifies very limited depictions of desirable girlhood. Films such as
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61:-centered focus. Those working in the field of girl studies have studied it primarily in relation to other fields that include
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1996 by bell hooks, among many others). These materials span literature, film, poetry, policy, magazine articles, and so on.
713:
Wilkinson, Sue (August 1994). "Critical Connections: The Harvard Project on Women's Psychology and Girls' Development".
2212:
1569:
Coulter, Natalie (August 2021). "'Frappés, friends, and fun': Affective labor and the cultural industry of girlhood".
102:. There are many different definitions of what a girl is. Some may say that a girl is under the age of 18 (a minor).
1123:
1900:
Mitchell, Claudia; Reid-Walsh, Jacqueline (2005). "CHAPTER ONE: Theorizing Tween Culture Within Girlhood Studies".
2217:
163:
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From Colonial to Modern: Transnational Girlhood in Canadian, Australian, and New Zealand Literature, 1840-1940
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de Finney, Sandrina (2014). "Under the Shadow of Empire: Indigenous Girls' Presencing as Decolonizing Force".
295:
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Champion, Helen; Furnham, Adrian (1999). "The effect of the media on body satisfaction in adolescent girls".
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were some of the few scholars studying and critiquing the lack of study on girlhood and girl culture in the
370:' hair, clothing, and body because she was not white and skinny like most women role models in the media.
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Girl studies became a field in the 1990s, after the increase in conversation about getting more girls into
107:
2145:
Radway, Janice (February 1, 2016). "Girl Zine Networks, Underground Itineraries, and Riot Grrrl History".
2075:
2020:
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Mitchell, Claudia (2016). "Charting Girlhood Studies". In Mitchell, Claudia; Rentschler, Carrie (eds.).
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Making Modern Girls: A history of girlhood, labor, and social development in 20th century colonial Lagos
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755:"Women, Girls, and the Unfinished Work of Connection: A Critical Review of American Girls' Studies"
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Making Modern Girls: A History of Girlhood, Labor, and Social Development in Colonial Lagos
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367:
339:
135:
551:"Welcome to this inaugural issue of Girlhood Studies: An Interdisciplinary Journal (GHS)"
2087:
Lusty, Natalya (July 3, 2017). "Riot Grrrl Manifestos and Radical Vernacular Feminism".
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2017:
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are rooted in a Black feminist epistemological emphasis on centering lived experiences.
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236:
194:
178:"the first national survey to assert a link between girls' psychosocial experience and
251:. There are many studies that focus on how gender roles are imposed onto children and
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and usually correlates to girls who are between nine and thirteen years old. The term
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201:’ are often used for marketing purposes rather than considered in policy making.
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dolls. Companies target these types of girls when selling products such as
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of relationships of girls. This study found that when they approach
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History and Popular Culture at Work in the Subjectivity of a Tween,
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1971:
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1819:"Exploring Disabled Girls' Self-representational Practices Online"
1804:
Becoming girl: Collective biography and the production of girlhood
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1475:"Rethinking Agency and Resistance: What Comes After Girl Power?"
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he’s Mad Real: Popular Culture and West Indian Girls in Brooklyn
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1124:"The Becoming of Bodies: Girls, media effects, and body image"
455:
Shapeshifters: Black Girls and the Choreography of Citizenship
443:
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95:
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Schoolgirls: Young Women, Self-esteem, and the Confidence Gap
1015:"Meet the Scholars Building a Network Around Black Girlhood"
316:
Vikea Abantwana (Protect The Children: A Story about Incest)
748:
746:
744:
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Purchasing Power: Black Kids and American Consumer Culture
1705:
Multi - Girl - Culture: An Ethnography of Doing Identity
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Buy Black: How Black Women Transformed US Pop Culture
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Black Girlhood Celebration: Toward a Hip-hop Feminist
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1811:The Black girlhood studies collection
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25:
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195:marketed towards girls
1867:10.26530/OAPEN_606216
1736:10.1353/hcy.2016.0067
1703:Duits, Linda (2008).
974:10.26530/OAPEN_606216
939:Pipher, Mary (1994).
314:video project called
296:King's College London
108:Jacqueline Reid-Walsh
1817:Hill, Sarah (2017).
1395:on 24 December 2015.
1041:Japan Studies Review
397:Tomorrow's Tomorrow
100:masculinity studies
48:that is focused on
1931:20.500.12657/37517
1925:. Berghahn Books.
1875:20.500.12657/32753
1623:10.1111/jpcu.12708
1255:. pp. 93–94.
982:20.500.12657/32753
789:. pp. 14–30.
693:Rentschler, Carrie
511:Future of girlhood
164:social development
104:Catherine Driscoll
2043:978-1-4875-0309-3
1980:978-0-8204-6771-9
1940:978-0-85745-647-2
1884:978-0-85745-602-1
1748:Project MUSE
1714:978-90-5629-525-7
1417:978-0-8214-4501-3
1374:978-1-4331-0074-1
1347:978-1-4331-0074-1
1320:978-962-937-226-2
1295:978-1-135-47479-9
1270:978-0-19-812948-6
1237:978-0-8058-0721-9
1108:978-0-385-42576-6
1083:978-0-8135-1923-4
991:978-0-85745-602-1
950:978-1-101-07776-4
804:978-0-8135-4946-0
768:978-1-135-93878-9
699:. Berghahn Books.
634:Project MUSE
439:Ruth Nicole Brown
373:In Shakespeare's
348:sexual harassment
304:intersectionality
272:intersectionality
174:(AAUW) published
144:Christine Griffin
140:Meda Chesney-Lind
42:interdisciplinary
16:(Redirected from
2225:
2199:
2170:
2141:
2112:
2083:
2053:Girlhood Studies
2047:
2028:
1990:Girlhood Studies
1984:
1965:
1944:
1917:
1896:
1853:
1823:Girlhood Studies
1799:
1761:Girlhood Studies
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1676:Girlhood Studies
1670:
1640:Girlhood Studies
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1479:Girlhood Studies
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1286:Girls Make Media
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1101:. Anchor Books.
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941:Reviving Ophelia
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658:Girlhood Studies
653:
642:
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581:
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570:
555:Girlhood Studies
546:
504:Girlhood Studies
478:Marcia Chatelain
411:1987 written by
399:1971 written by
344:emotional trauma
340:eating disorders
310:, referencing a
281:Reviving Ophelia
154:. In the early
79:literary studies
33:, also known as
21:
18:Girlhood studies
2233:
2232:
2228:
2227:
2226:
2224:
2223:
2222:
2218:Feminist theory
2213:Women's studies
2203:
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2095:(93): 219–239.
2086:
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1987:
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1893:j.ctt14jxn16.10
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1534:Further reading
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383:
368:Serena Williams
359:
357:Media influence
336:
334:Effect on girls
136:Angela McRobbie
116:
92:women's studies
28:
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2124:(3): 809–841.
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2042:
2029:
1985:
1979:
1973:. Peter Lang.
1966:
1956:(3): 116–132.
1945:
1939:
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1883:
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1829:(2): 114–130.
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470:Abosede George
405:The Bluest Eye
382:
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375:As You Like It
358:
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346:, and fear of
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46:field of study
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1288:. Routledge.
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1054:on 2019-05-16
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463:ethnographies
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413:Toni Morrison
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188:control girls
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98:studies, and
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87:communication
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83:media studies
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55:
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32:
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2117:
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2056:
2052:
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1996:(1): 33–49.
1993:
1989:
1970:
1953:
1949:
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1901:
1858:
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1822:
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1767:(3): 64–78.
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1723:
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1682:(1): 13–33.
1679:
1675:
1643:
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1545:
1541:
1514:
1510:
1482:
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1443:
1439:
1426:
1407:
1401:
1393:the original
1383:
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1336:
1329:
1310:
1304:
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1227:
1221:
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1186:
1169:
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1130:
1117:
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1073:
1067:
1056:. Retrieved
1049:the original
1044:
1040:
1027:
1018:
1008:
965:
959:
940:
934:
912:(1): 50–58.
909:
905:
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834:(2): 30–44.
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718:
714:
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661:
657:
614:
611:NWSA Journal
610:
558:
554:
523:
517:
514:
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489:
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432:Kyra Gaunt's
427:
425:
401:Joyce Ladner
396:
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372:
360:
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337:
328:
324:
320:
315:
300:
289:
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265:
244:
235:
212:Barbie dolls
192:
184:Gender roles
175:
117:
34:
31:Girl studies
30:
29:
2153:(1): 1–31.
1646:(1): 8–26.
1592:10315/37843
617:(1): 1–28.
468:Historians
286:Jackie Kirk
277:Mary Pipher
266:Within the
208:Bratz dolls
203:Consumerism
168:adolescence
2207:Categories
2080:1706580064
2073:A427424277
2025:2375709521
2018:A653764162
1850:1932306869
1843:A536152491
1796:2488258296
1789:A654225952
1696:A397007763
1667:1699538650
1660:A396769222
1562:A314934472
1517:: 95–116.
1485:(2): 1–9.
1193:Body Image
1058:2022-09-29
678:A397007763
631:A215305277
577:A397007761
529:References
363:Mean Girls
261:biological
257:socialized
199:girl power
128:technology
67:psychology
2196:144676874
2167:146827042
2138:144109102
2109:144676874
2010:216235393
1781:230622635
1744:151491585
1631:165294690
1601:149621977
1460:216643727
1151:142669327
813:159138581
735:144711994
496:Criticism
451:Aimee Cox
407:1970 and
263:element.
180:schooling
71:education
63:sociology
44:academic
2076:ProQuest
2021:ProQuest
1914:42978689
1908:: 1–21.
1846:ProQuest
1792:ProQuest
1663:ProQuest
1523:42978694
1213:18089166
856:10646256
787:Girlhood
695:(eds.).
623:20628153
561:(1): v.
476:(2015),
449:(2011),
437:(2006),
430:(2001),
253:children
249:identity
216:my scene
54:advocacy
50:girlhood
40:, is an
36:girlhood
926:2407701
891:2112807
848:1602703
409:Beloved
268:academy
241:culture
232:clothes
160:Harvard
120:science
96:boyhood
75:history
38:studies
2194:
2165:
2136:
2107:
2078:
2071:
2040:
2023:
2016:
2008:
1977:
1937:
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1848:
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1752:629979
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308:Africa
158:, the
142:, and
126:, and
85:, and
2192:S2CID
2163:S2CID
2134:S2CID
2118:Signs
2105:S2CID
2006:S2CID
1910:JSTOR
1889:JSTOR
1777:S2CID
1740:S2CID
1627:S2CID
1597:S2CID
1519:JSTOR
1456:S2CID
1436:(PDF)
1147:S2CID
1127:(PDF)
1052:(PDF)
1037:(PDF)
996:JSTOR
887:JSTOR
844:JSTOR
809:S2CID
731:S2CID
619:JSTOR
245:tween
237:tween
230:, or
224:music
220:dolls
156:1990s
152:1980s
148:1970s
132:girls
59:adult
2069:Gale
2038:ISBN
2014:Gale
1975:ISBN
1935:ISBN
1879:ISBN
1839:Gale
1785:Gale
1709:ISBN
1692:Gale
1656:Gale
1558:Gale
1412:ISBN
1369:ISBN
1342:ISBN
1315:ISBN
1290:ISBN
1265:ISBN
1232:ISBN
1209:PMID
1103:ISBN
1078:ISBN
986:ISBN
945:ISBN
922:PMID
852:PMID
799:ISBN
763:ISBN
674:Gale
627:Gale
573:Gale
255:are
228:hair
150:and
124:math
2184:doi
2155:doi
2126:doi
2097:doi
2061:doi
1998:doi
1958:doi
1927:hdl
1906:245
1871:hdl
1863:doi
1831:doi
1769:doi
1732:doi
1684:doi
1648:doi
1619:doi
1587:hdl
1579:doi
1550:doi
1515:245
1487:doi
1448:doi
1257:doi
1201:doi
1174:doi
1139:doi
978:hdl
970:doi
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879:doi
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791:doi
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666:doi
563:doi
480:'s
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279:in
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2055:.
2012:.
2004:.
1994:13
1992:.
1952:.
1933:.
1904:.
1887:.
1877:.
1869:.
1837:.
1827:10
1825:.
1821:.
1783:.
1775:.
1765:13
1763:.
1746:.
1738:.
1726:.
1690:.
1678:.
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