Schoolgirls

A NEW YORK TIMES NOTABLE BOOK OF THE YEAR When Peggy Orenstein's now-classic examination of young girls and self-esteem was first published, it set off a groundswell that continues to this day. Inspired by an American Association of University Women survey that showed a steep decline in confidence as girls reach adolescence, Orenstein set out to explore the obstacles girls face--in school, in the hoime, and in our culture. For this intimate, girls' eye view of the world, Orenstein spent months observing and interviewing eighth-graders from two ethnically disparate communities, seeking to discover what was causing girls to fall into traditional patterns of self-censorship and self-doubt. By taking us into the lives of real young women who are struggling with eating disorders, sexual harrassment, and declining academic achievement, Orenstein brings the disturbing statistics to life with the skill and flair of an experienced journalist. Uncovering the adolescent roots of issues that remain important to American women throughout their lives, this groundbreaking book challenges us to change the way we raise and educate girls.

Japanese society in the 1990s and 2000s produced a range of complicated material about sexualized schoolgirls, and few topics have caught the imagination of western observers so powerfully. While young Japanese girls had previously been portrayed as demure and obedient, in training to become the obedient wife and prudent mother, in recent years less than demure young women have become central to urban mythology and the content of culture. The cultic fascination with the figure of a deviant school girl, which has some of its earliest roots in the nineteenth and early twentieth centuries, likewise re-emerged and proliferated in fascinating and timely ways in the 1990s and 2000s. Through exploring the history and politics underlying the cult of girls in contemporary Japanese media and culture, this book presents a striking picture of contemporary Japanese society from the 1990s to the start of the 2010s. At its core is an in-depth case study of the media delight and panic surrounding delinquent prostitute schoolgirls. Sharon Kinsella traces this social panic back to male anxieties relating to gender equality and female emancipation in Japan. In each chapter in turn, the book reveals the conflicted, nostalgic, pornographic, and at times distinctly racialized manner, in which largely male sentiments about this transformation of gender relations have been expressed. The book simultaneously explores the stylistic and flamboyant manner in which young women have reacted to the weight of an obsessive and accusatory male media gaze. Covering the often controversial subjects of compensated dating (enjo kôsai), the role of porn and lifestyle magazines, the historical sources and politicized social meanings of the schoolgirl, and the racialization of fashionable girls, Schoolgirls, Money, Rebellion in Japan will be invaluable to students and scholars of Japanese culture and society, sociology, anthropology, gender and women's studies.

Girls series books have been popular since the early 1840s, when books about Cousin Lucy, a young girl who learns about the world around her, first appeared. Since then, scores of series books have followed, several of them highly successful, and featuring some of the most enduring characters in fiction, such as Nancy Drew. In recent decades, series books like The Baby-Sitters Club and Sweet Valley High have become staples for young readers everywhere. In Sisters, Schoolgirls, and Sleuths: Girls' Series Books in America, Carolyn Carpan provides a social history of girls' series fiction published in America from the mid-19th century through the early 21st century. Carpan examines popular series, subgenres, themes, and characters found in approximately 100 series, noting how teenage girls are portrayed in girls' series fiction and how girls' series reflect or subvert the culture of the era in which they are produced. Her study also focuses on the creation, writing, and production of such books. This is the first study of American girls' series books to examine the entire genre from its beginnings in the 1840s to the present day, revealing facts about a sub-genre of children's and young adult literature that has rarely been studied. Appendixes in this volume include a listing of the girls' series covered in the book as well as important books about girls' series fiction.

A 2021 Daily Telegraph Book of the Year Winner of the Overseas Press Club of America’s Cornelius Ryan Award “Everyone should read the testimonies of the Chibok girls who survived the capture. We need to help with efforts to liberate all of them and become more responsible for women and girls’ protection in conflicts.” — Malala Yousafzai What happens after you click Tweet? The heart-stopping definitive account of the mission to rescue hundreds of Nigerian schoolgirls whose abduction ignited a global social media campaign and a dramatic worldwide intervention. In the spring of 2014, millions of Twitter users, including some of the world’s most famous people, unwittingly helped turn a group of 276 schoolgirls abducted by a little-known Islamist sect into a central prize in the global War on Terror by retweeting a call for their release: #BringBackOurGirls. With just four words, their tweets launched an army of would-be liberators. Soldiers and drones, spies, mercenaries, and glory hunters descended into an obscure conflict that few understood, in a remote part of Nigeria that had barely begun to use the internet. When hostage talks and military intervention failed, the schoolgirls were forced to take survival into their own hands. As their days in captivity dragged into years, the young women learned to withstand hunger, disease, and torment, and became witnesses and victims of unspeakable brutality. Many of the girls were Christians who refused to take the one path offered them—converting to their captors' fundamentalist creed. In secret, they sang hymns, and kept a diary, relying on their faith and friendships to stay alive. Bring Back Our Girls unfolds across four continents, from the remote forests of northern Nigeria to the White House; from clandestine meetings in Khartoum safe houses to century-old luxury hotels on picturesque lakes in the Swiss Alps. A twenty-first century story that plumbs the promise and peril of an era whose politics are fueled by the power of hashtag advocacy, this urgent and engrossing work of investigative journalism reveals the unpredictable interconnectedness of our butterfly-wings world, where a few days of online activism can bring years of offline consequences for people continents away.

IT was precisely five minutes past eleven on the first day of the autumn term, and Avondale College, which for seven whole weeks had been lonely and deserted, and given over to the tender mercies ofpaperhangers, painters, and charwomen, once more presented its wonted aspect of life and bustle.The reopening was a very important event in the opinion of everybody concerned, partly because itmarked the beginning of a fresh school year, and partly because the building had been altered andenlarged, many changes made in the curriculum, and many new names added to the already long listin the register. Three hundred and eighty-seven pupils had assembled that morning in the greatlecture hall, the largest number on record at the College; five additional classes had been formed, and there were six extra mistresses. At the eleven o'clock interval the place seemed swarming withgirls; they thronged the staircase and passages, filled the pantry, blocked the dressing-rooms, andoverflowed into the playground and the gymnasium-girls of all sorts and descriptions, from theten-year-olds who had just come up (rather solemn and overawed) from the Preparatory to thoseelect and superior damsels of seventeen who were studying for their Matriculation.By the empty stove in the Juniors' Common Room stood half a dozen "betwixt-and-betweens", whose average age probably worked out at fourteen and a quarter, though Mavie Morris was agiantess compared with little Ruth Harmon. The six heads were bent together in closest proximity, and the six tongues were particularly active, for after the long summer holidays there was such a vastamount to talk about that it seemed almost impossible to discuss all the interesting items of newswith sufficient rapidity."The old Coll. looks no end," said Grace Russell. "It's so smart and spanky now-one hardlyknows it! Pictures in the classrooms, flowers on the chimneypieces, a stained glass window in thelecture hall, busts on brackets all along the corridor wall, and the studio floor polished! Every singleplace has been done up from top to bottom.""I'd like it better if it didn't smell so abominably of new paint," objected Noëlle Kennedy. "WhenI opened the studio door, the varnish stuck to my fingers. However, the school certainly looks muchnicer. Why, even the book cupboard has been repapered.""That's because you splashed ink on the wall last term. Don't you remember how fearfully crossMiss Hardy was about it?""Rather! She insisted that I'd done it on purpose, and couldn't and wouldn't believe it was anaccident. Well, thank goodness we've done with her! I'm glad teachers don't move up with theirforms.

Diploma Thesis from the year 2007 in the subject Sociology - Children and Youth, , course: Diploma in Social Work, language: English, abstract: Although considerable attention has been paid to the prevalence of adolescence childbearing in Kenya today, few studies have focused on the educational consequences of the schoolgirl pregnancy. Using data collected in selected schools in Embu Municipality, this study examines the factors associated with schoolgirl pregnancy as well as the likelihood of school dropout and subsequent re‐enrollment of schoolgirls who become pregnant. The analysis is derived from the data collected from secondary schoolgirls, education officials and teachers on factors that predispose girls to pregnancy, the extent to which teenage pregnancy contributes to school dropout and the eventual levels of re‐admission. The data analysis shows that girls in secondary schools are actually already sexually active though they lack the relevant information to help them make the right choices as far as their sexuality is concerned. The little information that they have is not conclusive and it is evident that they yearn for information which would be useful for them. Policy on re‐admission has been formulated but the extent to which it is applied is still a questionable issue. A lot of gaps also exist in record keeping of the girls who become pregnant while in school and what becomes of them when they dropout. Such records would be vital in determining for sure if these girls become pregnant before dropping out of school or otherwise and subsequently tracking them down for re‐admission purposes. A question is then raised on what other factors would be causing these girls to drop out of school other than just the pregnancy. However, poverty, cultural practices and peer pressure are among the factors assumed to be predisposing girls to pregnancy from the findings of this study, while these factors in themselves would also cause dropouts. Given the increasing levels of female school participation in Kenya today through the affirmative action motion targeting the girl child, the findings of this study suggest that future studies will benefit from exploring the causal relationships between the factors mentioned above, adolescent reproductive health behavior and subsequent school attendance.