This qualitative study explored the experiences and insights of four alumnae from a girls’ after-school writing program and the program’s transformative impact on development of their literacy, their voice, and their confidence. The writing program, InkGirls (a pseudonym), was for girls of color ages 13 to 18 who lived in metropolitan Los Angeles. Participants attended high-density public schools located in low-income neighborhoods. Curriculum and instructional practices in such public schools have been critiqued as substandard, rote, and lacking opportunities for critical thinking and student voice (Darder, 2015). Gender bias in the classroom, and the lack of representation of women of color in instructional materials also have been legitimate concerns in U.S. public schooling (Sadker, Sadker, & Zittleman, 2009). Using a theoretical framework of critical pedagogy (Freire, 2000) and critical feminist pedagogy (Weiler, 1988), this qualitative study investigated practices of critical literacy (Christensen, 2009) in the writing program that promoted development of literacy and voice and elevated the critical consciousness and social agency of the participants. The program’s elements of critical literacy included studying relatable texts, reading from critical perspectives, writing personal narratives, and completing social action projects in public readings for a live audience. The findings from the program’s curriculum and public readings, and the perceptions of the former participants pointed to critical literacy as an effective approach to literacy instruction and development of voice and agency.

The topic of this thesis is the issue of beauty perception among adolescent girls and influence of youtubers in this area. The aim of this thesis is to find out, how adolescent girls are constructing image of their own beauty and beauty in general and what role youtubers play in forming their opinion. The first part of this thesis is focused on theoretical knowledge, including maturation process, social and medial construct of beauty, opportunities of new media, youtubers and their audience and influencer marketing. The second part is centred around my own research, where half structured interviews were used. There are also formulated research questions and more information provided about the ethics of research, research sample and the method of analysis. The results of analysis are interpreted in detail and discussed further.

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Current research on girls and delinquency has brought to awareness the often stressful and traumatic lives of girls. Furthermore, the last three decades have seen an increase in the proportion of girls entering the Juvenile Justice System and an increase in the proportion of girl’s court ordered to attend military structured treatment programs. Developed with boys in mind, many researchers in the area of female delinquency believe that military structured treatment programs are less effectiveness for girls. Thus, the goal of the current study is to consider the experience of girls in a military structured residential treatment facility. Additionally, this study sought to answer the following questions posed by the administrative personnel of this program: 1) Why do staff members report more difficulties when working with the girls? 2) Why are girls more emotionally labile than boys? 3) What changes can be made to the program to increase girls’ success in the program? Participants in this study were referred to a military structured residential treatment program. At the time of the study, four girls, ages 14 to 16, participated in the study. In addition to the girls’ participation, staff members including drill instructors, program officers, teachers, health professionals, and administrative staff participated in the study. The current study utilized an ethnographic approach to explore and identify information that may be useful in better understanding the research questions. The Listening Guide Method (Brown & Gilligan, 1992) was utilized to conduct a narrative analysis of the interviews with both the girls and staff members. Results demonstrated that while in the program, services provided were uneven in both scope and quality. For example, lack of training among staff members resulted in missed opportunities to teach the girls necessary skills that would enable them to tolerate emotional distress while in the program and at home. In order to better meet the needs of the girls, it is recommended that this program strive to integrate both military and therapeutic programming, and educate and train all its staff members in the delivery of gender-responsive programming. / text

Thesis (Masters) -- The College of Saint Elizabeth, 2010. / Typescript. Available at The College of Saint Elizabeth - Office of Graduate Programs. "March 2010"

The purpose of this study is to measure and compare the degree of personal and social adjustment which high school girls exhibited during a "split semester" and a "continuous semester."

This dissertation contains three distinct chapters considering different challenges faced by a developing country; India. Chapter 1. Food price spikes induced by hot weather could be a threat to food security, human health and poverty. It could exacerbate the health status of households by reducing the nutrient food choices, particularly among the vulnerable groups who already have a more frail status. This paper examines the first possible causal link between milk average market price and hot weather in the short run at the household level in India. Using Human Development Survey data, it is empirically showed that hot weather has a significant adverse impact on the price in rural India. The impacts are more pronounced for non-poor families in both rural and urban areas. The effects are robust to alternative heat metrics. The paper further investigates the effect of hot weather on households' milk consumption. Evidence suggests that low-income (poor) families with purchased consumption, both in rural and urban areas, are significantly adversely affected compared to those with homegrown product. Chapter 2. Health-related behaviour and, in particular, attending antenatal care during pregnancy is essential to reduce the risk of pregnancy complications, stillbirth, and maternal mortality. This paper estimates the causal effect of years of formal education on the likelihood that a pregnant woman in India attends natal care and screening services. Despite the importance, insufficient documents exist on the determinants of natal care usage in developing countries. The current study investigates for the first time the hypothesis that women’s schooling attainments might have a causal impact on natal care usage in India. Drawing on the nationally representative India Human Development Survey (IHDS-II) and instrumenting for years of schooling with plausibly exogenous variation in age at first menarche, I find that delayed age at menarche significantly increases formal education. Further, evidence suggests that an additional year of schooling significantly enhances the likelihood of uptaking the antenatal checkups. However, attending a sonogram/ultrasound does not appear to be significant. Chapter 3. Adolescent girls are amongst the vulnerable groups exposed to the risks that challenge their healthy development into young women. India's Rajiv Gandhi Scheme for Empowerment of Adolescent Girls (SABLA) program was designed to address such challenges by building health awareness and encouraging decision-making autonomy as the first steps towards real change in women’s development. Using data from the nationally representative India Demographic and Health Survey (IDHS), with plausibly exogenous variation in the program’s rollout across districts and birth cohorts, we provide evidence that exposure to SABLA increases the likelihood of having knowledge of family planning and diarrhoea treatment, using contraception, and autonomy in personal financial decision-making for exposed women. The effects are more pronounced for women residing in urban areas, for women who have secondary education or higher, and primarily for Muslim women.

Univerzita Karlova Pedagogická fakulta Katedra psychologie Příloha k diplomové práci Návrh metodiky na zlepšení emočního well-beingu u dospívajících dívek s výchovnými problémy Bc. Adéla Rambousková Vedoucí práce: PhDr. Pavla Presslerová, Ph.D. Studijní program: Učitelství pro střední školy (N7504) Studijní obor: N PG-VV (7504T223, 7504T228) ABSTRACT The diploma thesis focuses on the topic of work with emotional well-being of girls with behavioral disorders in the diagnostic institute. The aim was to create three comprehensive methodological lessons, which are aimed at improving the emotional stability of adolescent girls in institutional care. The aspiration was to compile such lessons that respond in terms of content to the current needs of the current clientele of the diagnostic institute and at the same time bring effective results with their structure and nature of activities. Over the course of two years, a questionnaire survey was conducted among the girls, which provided data on which the lesson is thematically based. In combination with theoretical knowledge from the study of developmental psychology, social and special pedagogy, three prototypes of methodological lessons were created, tested in practice, reflected by combination of several feedback methods, redesigned, tested, reflected by the...

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