American Girls and Global Responsibility brings together insights from Cold War culture studies, girls’ studies, and the history of gender and militarization to shed new light on how age and gender work together to form categories of citizenship.
Jennifer Helgren argues that a new internationalist girl citizenship took root in the country in the years following World War II in youth organizations such as Camp Fire Girls, Girl Scouts, YWCA Y-Teens, schools, and even magazines like Seventeen. She shows the particular ways that girls’ identities and roles were configured, and reveals the links between internationalist youth culture, mainstream U.S. educational goals, and the U.S. government in creating and marketing that internationalist girl, thus shaping the girls’ sense of responsibilities as citizens.
Animals at the End of the World
By Gloria Susana Esquivel, translated by Robin Myers University of Texas Press, 2020 Library of Congress PQ8180.415.S69A7213 2020 | Dewey Decimal 863.7
Animals at the End of the World begins with an explosion, which six-year-old Inés mistakes for the end of the world that she has long feared. In the midst of the chaos, she meets the maid’s granddaughter, Mariá, who becomes her best friend and with whom she navigates the adult world in her grandparents’ confined house. Together, they escape the house and confront the “animals” that populate Bogotá in the 1980s. But Inés soon realizes she cannot count on either María or her preoccupied and conflicted parents. Alone, she must learn to decipher her outer and inner worlds, confronting both armies of beasts and episodes of domestic chaos. In the process, she also learns what it means to test boundaries, break rules, and cope with the consequences. The first novel by Colombian author Gloria Susana Esquivel, Animals at the End of the World is a poetic and moving coming-of-age story that lingers long after its final page.
Annie Edith (Hannah Judith) Landau (1873–1945), born in London to immigrant parents and educated as a teacher, moved to Jerusalem in 1899 to teach English at the Anglo-Jewish Association’s Evelina de Rothschild School for Girls. A year later she became its principal, a post she held for forty-five years. As a member of Jerusalem’s educated elite, Landau had considerable influence on the city’s cultural and social life, often hosting parties that included British Mandatory officials, Jewish dignitaries, Arab leaders, and important visitors. Her school, which provided girls of different backgrounds with both a Jewish and a secular education, was immensely popular and often had to reject candidates, for lack of space. A biography of both an extraordinary woman and a thriving institution, this book offers a lens through which to view the struggles of the nascent Zionist movement, World War I, poverty and unemployment in the Yishuv, and the relations between the religious and secular sectors and between Arabs and Jews, as well as Landau’s own dual loyalties to the British and to the evolving Jewish community.
With the publication of Boys and Girls in 1984, Vivian Gussin Paley took readers inside a kindergarten classroom to show them how boys and girls play—and how, by playing and fantasizing in different ways, they work through complicated notions of gender roles and identity. The children’s own conversations, stories, playacting, and scuffles are interwoven with Paley’s observations and accounts of her vain attempts to alter their stereotyped play. Thirty years later, the superheroes and princesses are still here, but their doll corners and block areas are fast disappearing from our kindergartens. This new edition of Paley’s classic book reignites issues that are more important than ever for a new generation of students, parents, and teachers.
"Paley has a sharp ear for the rhythm and inflections of childhood. Her vignettes give us a revealing glimpse into children's inner lives, and her discussion of her own discomfort with boy's play and approval of that of girls raises and important issue."—Carole Wade, Psychology Today
"I will admit my biases up front: having a three-year old daughter of my own made it impossible for this book to be anything but fun to read. I dare anyone who enjoys children not to enjoy this story about stories, this narrative about narratives."—Jerry Powell, Winterthur Portfolio
In the thirty-five years since China instituted its One-Child Policy, 120,000 children—mostly girls—have left China through international adoption, including 85,000 to the United States. It’s generally assumed that this diaspora is the result of China’s approach to population control, but there is also the underlying belief that the majority of adoptees are daughters because the One-Child Policy often collides with the traditional preference for a son. While there is some truth to this, it does not tell the full story—a story with deep personal resonance to Kay Ann Johnson, a China scholar and mother to an adopted Chinese daughter.
Johnson spent years talking with the Chinese parents driven to relinquish their daughters during the brutal birth-planning campaigns of the 1990s and early 2000s, and, with China’s Hidden Children, she paints a startlingly different picture. The decision to give up a daughter, she shows, is not a facile one, but one almost always fraught with grief and dictated by fear. Were it not for the constant threat of punishment for breaching the country’s stringent birth-planning policies, most Chinese parents would have raised their daughters despite the cultural preference for sons. With clear understanding and compassion for the families, Johnson describes their desperate efforts to conceal the birth of second or third daughters from the authorities. As the Chinese government cracked down on those caught concealing an out-of-plan child, strategies for surrendering children changed—from arranging adoptions or sending them to live with rural family to secret placement at carefully chosen doorsteps and, finally, abandonment in public places. In the twenty-first century, China’s so-called abandoned children have increasingly become “stolen” children, as declining fertility rates have left the dwindling number of children available for adoption more vulnerable to child trafficking. In addition, government seizures of locally—but illegally—adopted children and children hidden within their birth families mean that even legal adopters have unknowingly adopted children taken from parents and sent to orphanages.
The image of the “unwanted daughter” remains commonplace in Western conceptions of China. With China’s Hidden Children, Johnson reveals the complex web of love, secrecy, and pain woven in the coerced decision to give one’s child up for adoption and the profound negative impact China’s birth-planning campaigns have on Chinese families.
Winner of the 2019 Intersectional Book Award from the American Society of Criminology's Division on Women & Crime
Complicated Lives focuses on the lives of sixty-five drug-using girls in the juvenile justice system (living in group homes, a residential treatment center, and a youth correctional facility) who grew up in families characterized by parental drug use, violence, and child maltreatment. Vera Lopez situates girls’ relationships with parents who fail to live up to idealized parenting norms and examines how these relationships change over time, and ultimately contribute to the girls’ future drug use and involvement in the justice system.
While Lopez’s subjects express concerns and doubt in their chances for success, Lopez provides an optimistic prescription for reform and improvement of the lives of these young women and presents a number of suggestions ranging from enhanced cultural competency training for all juvenile justice professionals to developing stronger collaborations between youth and adult serving systems and agencies.
Henry Green University of Chicago Press, 1985 Library of Congress PR6013.R416C6 1985 | Dewey Decimal 823.912
Concluding is probably the most lyrical novel by a writer whom Rebecca West has called "the most original" of his time. "Within the compass of a summer's day for all time yet intensely and closely centered upon a particular time and place, we are made aware of man's predicament in a world of transcendent sadness and beauty."—Horizon
"[A] novel of projections, protractions, long shots, and shadows flying ahead, a slow fall. . . . The sinister world of Concluding is . . . beautiful, side-lit and colored like an undersea kingdom."—from the Foreword by Eudora Welty
Diaries of Girls and Women captures and preserves the diverse lives of forty-seven girls and women who lived in Minnesota, Iowa, and Wisconsin between 1837 and 1999—young schoolgirls, adolescents coming of age, newlywed wives, mothers grieving the loss of children, teachers, nurses, elderly women, Luxembourger immigrant nuns, and women traveling abroad. A compelling work of living history, it brings together both diaries from historical society archives and diaries still in possession of the diarists or their descendents.
Editor Suzanne L. Bunkers has selected these excerpts from more than 450 diaries she examined. Some diaries were kept only briefly, others through an entire lifetime; some diaries are the intensely private record of a life, others tell the story of an entire family and were meant to be saved and appreciated by future generations. By approaching diaries as historical documents, therapeutic tools, and a form of literature, Bunkers offers readers insight into the self-images of girls and women, the dynamics of families and communities, and the kinds of contributions that girls and women have made, past and present. As a representation of the girls and women of varied historical eras, locales, races, and economic circumstances who settled and populated the Midwest, Diaries of Girls and Women adds texture and pattern to the fabric of American history.
“My father bought me from the council for 365 francs,” recalls the narrator in Monica Cantieni’s novel The Encyclopaedia of Good Reasons. She’s a young girl, an immigrant to Switzerland whose adoption is yet to be finalized. When she finally moves into her new home with her new family, she recounts her days in the orphanage and how starkly different her life is now. Her new community speaks German, a language foreign to her, and she collects words and phrases in matchboxes. Though her relationship with her adoptive parents is strained, she bonds with her adoptive grandfather Tat, and together they create the eponymous “Encyclopaedia of Good Reasons.”
Set in the time of the crucial 1970 Swiss referendum on immigration, Monica Cantieni introduces us to a host of colorful characters who struggle to make Switzerland their home: Eli, the Spanish bricklayer; Toni, the Italian factory worker with movie star looks; Madame Jelisaweta, the Yugoslav hairdresser; and Milena, the mysterious girl in the wardrobe. This is a book with a very warm heart, and rarely has a young girl’s narrative been at once so uproariously hilarious and so deeply moving.
In Everyday Psychokillers spectacular violence is the idiom of everyday life, a lurid extravaganza in which all those around the narrator seem vicarious participants. And at its center are the interchangeable young girls, thrilling to know themselves the object of so much desire and terror.
The narrative interweaves history, myth, rumor, and news with the experiences of a young girl living in the flatness of South Florida. Like Grace Paley's narrators, she is pensive and eager, hungry for experience but restrained. Into the sphere of her regard come a Ted Bundy reject, the God Osiris, a Caribbean slave turned pirate, a circus performer living in a box, broken horses, a Seminole chief in a swamp, and a murderous babysitter. What these preposterously commonplace figures all know is that murder is identity: "Of course what matters really is the psychokiller, what he's done, what he threatens to do. Of course to be the lucky one you have to be abducted in the first place. Without him, you wouldn't exist."
Everyday Psychokillers reaches to the edge of the psychoanalytical and jolts the reader back to daily life. The reader becomes the killer, the watcher, the person on the verge, hiding behind an everyday face.
Peggy Prilaman Marxen grew up near the town of Meteor in northwestern Wisconsin’s Sawyer County, isolated by geography yet surrounded by close-knit extended family. Multiple generations of her family witnessed changes to rural Wisconsin that altered the fabric of their lives and the lives of all in their community, including the introduction of new farming techniques, school consolidation, and revolutions in transportation and technology. They supplemented their subsistence herd of dairy cows by hunting, fishing, and selling timber and maple syrup. For many years, her home, like those of her neighbors, lacked indoor plumbing, electricity, and a telephone. As a young child, Peggy attended a one-room schoolhouse and walked, biked, or sledded the three miles to school and back, no matter the weather.
A Frieze of Girls speaks with a fresh voice from an American era long past. This is more than Allan Seager's story of what happened; it is also about how "the feel of truth is very like the feel of fiction, especially when either is at all strange."
Seager gives us his coming-of-age story, from a high-school summer as a sometime cowboy in the Big Horn mountains to a first job at seventeen managing an antiquated factory in Memphis to a hard-drinking scholarship year in Oxford, cut short by tuberculosis. At once funny with an undercurrent of pain, the stories in A Frieze of Girls remind us of the realities we create to face the world and the past, and in turn of the realities of the world we must inevitably also confront. "Time makes fiction out of our memories," writes Seager. "We all have to have a self we can live with and the operation of memory is artistic---selecting, suppressing, bending, touching up, turning our actions inside out so that we can have not necessarily a likable, merely a plausible identity." A Frieze of Girls is Allan Seager at the top of his form, and a reminder that great writing always transcends mere fashion.
Allan Seager was Professor of English at the University of Michigan and author of many highly praised short stories and novels, including Amos Berry. He died in Tecumseh, Michigan, in 1968. Novelist Charles Baxter is the author of Saul and Patsy.
Women in Haiti are frequent victims of sexual violence and armed assault. Yet an astonishing proportion of these victims also act as perpetrators of violent crime, often as part of armed groups. Award-winning legal scholar Benedetta Faedi Duramy visited Haiti to discover what causes these women to act in such destructive ways and what might be done to stop this tragic cycle of violence.
Gender and Violence in Haiti is the product of more than a year of extensive firsthand observations and interviews with the women who have been caught up in the widespread violence plaguing Haiti. Drawing from the experiences of a diverse group of Haitian women, Faedi Duramy finds that both the victims and perpetrators of violence share a common sense of anger and desperation. Untangling the many factors that cause these women to commit violence, from self-defense to revenge, she identifies concrete measures that can lead them to feel vindicated and protected by their communities.
Faedi Duramy vividly conveys the horrifying conditions pervading Haiti, even before the 2010 earthquake. But Gender and Violence in Haiti also carries a message of hope—and shows what local authorities and international relief agencies can do to help the women of Haiti.
You see it in every schoolyard: the girls play only with the girls, the boys play only with the boys. Why? And what do the kids think about this? Breaking with familiar conventions for thinking about children and gender, Gender Play develops fresh insights into the everyday social worlds of kids in elementary schools in the United States. Barrie Thorne draws on her daily observations in the classroom and on the playground to show how children construct and experience gender in school. With rich detail,she looks at the "play of gender" in the organization of groups of kids and activities - activities such as "chase-and-kiss," "cooties," "goin' with" and teasing.
Thorne observes children in schools in working-class communities, emphasizing the experiences of fourth and fifth graders. Most of the children she observed were white, but a sizable minority were Latino, Chicano, or African American. Thorne argues that the organization and meaning of gender are influenced by age, ethnicity, race, sexuality, and social class, and that they shift with social context. She sees gender identity not through the lens of individual socialization or difference, but rather as a social process involving groups of children. Thorne takes us on a fascinating journey of discovery, provides new insights about children, and offers teachers practical suggestions for increasing cooperative mixed-gender interaction.
Girlhood: A Global History
Helgren, Jennifer Rutgers University Press, 2010 Library of Congress HQ798.G5255 2010 | Dewey Decimal 305.23082
Girlhood, interdisciplinary and global in source, scope, and methodology, examines the centrality of girlhood in shaping women's lives. Scholars study how age and gender, along with a multitude of other identities, work together to influence the historical experience.
Spanning a broad time frame from 1750 to the present, essays illuminate the various continuities and differences in girls' lives across culture and region--girls on all continents except Antarctica are represented. Case studies and essays are arranged thematically to encourage comparisons between girls' experiences in diverse locales, and to assess how girls were affected by historical developments such as colonialism, political repression, war, modernization, shifts in labor markets, migrations, and the rise of consumer culture.
During much of the twentieth century, people labeled "feeble-minded," "mentally deficient," and "mentally retarded" were often confined in large, publicly funded, residential institutions located on the edges of small towns and villages some distance from major population centers. At the peak of their development in the late 1960s, these institutions—frequently called "schools" or "homes"—housed 190,000 men, women, and children in the United States.
The Girls and Boys of Belchertown offers the first detailed history of an American public institution for intellectually disabled persons. Robert Hornick recounts the story of the Belchertown State School in Belchertown, Massachusetts, from its beginnings in the 1920s to its closure in the 1990s following a scandalous exposé and unprecedented court case that put the institution under direct supervision of a federal judge. He draws on personal interviews, private letters, and other unpublished sources as well as local newspapers, long out-of-print materials, and government reports to re-create what it was like to live and work at the school. More broadly, he gauges the impact of changing social attitudes toward intellectual disability and examines the relationship that developed over time between the school and the town where it was located.
What emerges is a candid and complex portrait of the Belchertown State School that neither vilifies those in charge nor excuses the injustices perpetrated on its residents, but makes clear that despite the court-ordered reforms of its final decades, the institution needed to be closed.
Since the 1990s, female artists have led the contemporary art world in the creation of art depicting female adolescence, producing challenging, critically debated, and avidly collected artworks that are driving the current and momentous shift in the perception of women in art. Girls! Girls! Girls! presents essays from established and up-and-coming scholars who address a variety of themes, including narcissism, nostalgia, postfeminism, and fantasy with the goal of approaching the overarching question of why female artists are turning in such numbers to the subject of girls—and what these artistic explorations signify. Artists discussed include Anna Gaskell, Marlene McCarty, Sue de Beer, Miwa Yanagi, Eija-Liisa Ahtila, Collier Schorr, and more.
Contributors include Lucy Soutter, Harriet Riches, Maud Lavin, Taru Elfving, Kate Random Love, and Carol Mavor.
The Girls' History and Culture Reader: The Nineteenth Century provides scholars, instructors, and students with the most influential essays that have defined the field of American girls' history and culture. A relatively new and energetic field of inquiry, girl-centered research is critical for a fuller understanding of women and gender, a deeper consideration of childhood and adolescence, and a greater acknowledgment of the significance of generation as a historical force in American culture and society.
Bringing together work from top scholars of women and youth, The Girls' History and Culture Reader: The Nineteenth Century addresses topics ranging from diary writing and toys to prostitution and slavery. Covering girlhood and the relationships between girls and women, this pioneering volume tackles pivotal themes such as education, work, play, sexuality, consumption, and the body. The reader also illuminates broader nineteenth-century developments—including urbanization, industrialization, and immigration--through the often-overlooked vantage point of girls. As these essays collectively suggest, nineteenth-century girls wielded relatively little political or social power but carved out other spaces of self-expression.
Contributors are Carol Devens, Miriam Forman-Brunell, Jane H. Hunter, Anya Jabour, Anne Scott MacLeod, Susan McCully, Mary Niall Mitchell, Leslie Paris, Barbara Sicherman, Carroll Smith-Rosenberg, Christine Stansell, Nancy M. Theriot, and Deborah Gray White.
The Girls' History and Culture Reader: The Twentieth Century provides scholars, instructors, and students with the most influential essays that have defined the field of American girls' history and culture. A relatively new and energetic field of inquiry, girl-centered research is critical for a fuller understanding of women and gender, a deeper consideration of childhood and adolescence, and a greater acknowledgment of the significance of generation as a historical force in American culture and society.
Bringing together work from top scholars of women and youth, The Girls' History and Culture Reader: The Twentieth Century illustrates girls' centrality to major twentieth-century forces such as immigration, labor, feminism, and consumerism. Themes in this pioneering volume include girls' use of fashion and music, their roles as workers, their friendships, and new ideas about girls' bodies. While girls in the twentieth century found new avenues for personal ambition and self-expression, especially at school and in the realm of leisure and popular culture, they continued to wrestle with traditional ideas about feminine identity, socialization, and sexuality.
Contributors are Joan Jacobs Brumberg, Rachel Devlin, Susan J. Douglas, Miriam Forman-Brunell, Kyra D. Gaunt, Mary Celeste Kearney, Ilana Nash, Mary Odem, Leslie Paris, Kathy Peiss, Vicki L. Ruiz, Kelly Schrum, and Judy Yung.
Girls in Trouble with the Law
Schaffner, Laurie Rutgers University Press, 2006 Library of Congress HV9104.S3224 2006 | Dewey Decimal 364.360820973
Winner of the 2007 American Sociological Association's Distinguished Contribution to Scholarship Award from the Childhood and Youth section
In Girls in Trouble with the Law, sociologist Laurie Schaffner takes us inside juvenile detention centers and explores the worlds of the young women incarcerated within. Across the nation, girls of color are disproportionately represented in detention facilities, and many report having experienced physical harm and sexual assaults. For girls, the meaning of these and other factors such as the violence they experience remain undertheorized and below the radar of mainstream sociolegal scholarship. When gender is considered as an analytic category, Schaffner shows how gender is often seen through an outmoded lens.
Offering a critical assessment of what she describes as a gender-insensitive juvenile legal system, Schaffner makes a compelling argument that current policies do not go far enough to empower disadvantaged girls so that communities can assist them in overcoming the social limitations and gender, sexual, and racial/ethnic discrimination that continue to plague young women growing up in contemporary United States.
Following the Balfour Declaration and the British conquest of Palestine (1917–1918), the small Jewish community that lived there wanted to establish an elected assembly as its representative body. The issue that hindered this aim was whether women would be part of it. A group of feminist Zionist women from all over the country created a political party that participated in the elections, even before women’s suffrage was enacted. This unique phenomenon in Mandatory Palestine resulted in the declaration of women’s equal rights in all aspects of life by the newly founded Assembly of Representatives. Margalit Shilo examines the story of these activists to elaborate on a wide range of issues, including the Zionist roots of feminism and nationalism; the ultra-Orthodox Jewish sector’s negation of women’s equality; how traditional Jewish concepts of women fashioned rabbinical attitudes on the question of women’s suffrage; and how the fight for women’s suffrage spread throughout the country. Using current gender theories, Shilo compares the Zionist suffrage struggle to contemporaneous struggles across the globe, and connects this nearly forgotten episode, absent from Israeli historiography, with the present situation of Israeli women. This rich analysis of women’s right to vote within this specific setting will appeal to scholars and students of Israel studies, and to feminist and social historians interested in how contexts change the ways in which activism is perceived and occurs.
In the early years of the twentieth century, Americans began to recognize adolescence as a developmental phase distinct from both childhood and adulthood. This awareness, however, came fraught with anxiety about the debilitating effects of modern life on adolescents of both sexes. For boys, competitive sports as well as "primitive" outdoor activities offered by fledging organizations such as the Boy Scouts would enable them to combat the effeminacy of an overly civilized society. But for girls, the remedy wasn't quite so clear.
Surprisingly, the "girl problem"?a crisis caused by the transition from a sheltered, family-centered Victorian childhood to modern adolescence where self-control and a strong democratic spirit were required of reliable citizens?was also solved by way of traditionally masculine, adventurous, outdoor activities, as practiced by the Girl Scouts, the Camp Fire Girls, and many other similar organizations.
Susan A. Miller explores these girls' organizations that sprung up in the first half of the twentieth century from a socio-historical perspective, showing how the notions of uniform identity, civic duty, "primitive domesticity," and fitness shaped the formation of the modern girl.
Palomitáy is an orphanage in highland Peru that provides a home for unmarried mothers as young as twelve years old. In their ordinary lives, these young women encounter diverse social expectations and face moral dilemmas. They endeavor to create a ‘good life’ for themselves and their children in a context complicated by competing demands, economic uncertainties, and structured relations of power. Drawing on a year of qualitative on-site research, Krista E. Van Vleet offers a rich ethnography of Palomitáy's young women. She pays particular attention to the moral entanglements that emerge via people's efforts to provide care amid the inequalities and insecurities of today's Peru. State and nonstate participants involved in the women's intimate lives influence how the women see themselves as mothers, students, and citizens. Both deserving of care and responsible for caring for others, the young women must navigate practices interwoven with a range of a racial, gendered, and class hierarchies. Groundbreaking and original, Hierarchies of Care highlights the moral engagement of young women seeking to understand themselves and their place in society in the presence of circumstances that are both precarious and full of hope.
How Girls Achieve
Sally A. Nuamah Harvard University Press, 2019 Library of Congress LC1481.N83 2019 | Dewey Decimal 371.82
This bold and necessary book points out a simple and overlooked truth: most schools never had girls in mind to begin with. That is why the world needs what Sally Nuamah calls feminist schools, deliberately designed to provide girls with achievement-oriented identities. And she shows why doing so would help all students, regardless of their gender.
Winner of the 2015 Aidoo-Snyder Book Prize for outstanding book on African women's experiences. (African Studies Association)
Honorable Mention, New York African Studies Association Book Prize
In Making Modern Girls, Abosede A. George examines the influence of African social reformers and the developmentalist colonial state on the practice and ideology of girlhood as well as its intersection with child labor in Lagos, Nigeria. It draws from gender studies, generational studies, labor history, and urban history to shed new light on the complex workings of African cities from the turn of the twentieth century through the nationalist era of the 1950s.
The two major schemes at the center of this study were the modernization project of elite Lagosian women and the salvationist project of British social workers. By approaching children and youth, specifically girl hawkers, as social actors and examining the ways in which local and colonial reformers worked upon young people, the book offers a critical new perspective on the uses of African children for the production and legitimization of national and international social development initiatives.
Making Modern Girls demonstrates how oral sources can be used to uncover the social history of informal or undocumented urban workers and to track transformations in practices of childhood over the course of decades. George revises conventional accounts of the history of development work in Africa by drawing close attention to the social welfare initiatives of late colonialism and by highlighting the roles that African women reformers played in promoting sociocultural changes within their own societies.
During the 1920s and 1930s, in cities from Beijing to Bombay, Tokyo to Berlin, Johannesburg to New York, the Modern Girl made her sometimes flashy, always fashionable appearance in city streets and cafes, in films, advertisements, and illustrated magazines. Modern Girls wore sexy clothes and high heels; they applied lipstick and other cosmetics. Dressed in provocative attire and in hot pursuit of romantic love, Modern Girls appeared on the surface to disregard the prescribed roles of dutiful daughter, wife, and mother. Contemporaries debated whether the Modern Girl was looking for sexual, economic, or political emancipation, or whether she was little more than an image, a hollow product of the emerging global commodity culture. The contributors to this collection track the Modern Girl as she emerged as a global phenomenon in the interwar period.
Scholars of history, women’s studies, literature, and cultural studies follow the Modern Girl around the world, analyzing her manifestations in Germany, Australia, China, Japan, France, India, the United States, Russia, South Africa, and Zimbabwe. Along the way, they demonstrate how the economic structures and cultural flows that shaped a particular form of modern femininity crossed national and imperial boundaries. In so doing, they highlight the gendered dynamics of interwar processes of racial formation, showing how images and ideas of the Modern Girl were used to shore up or critique nationalist and imperial agendas. A mix of collaborative and individually authored chapters, the volume concludes with commentaries by Kathy Peiss, Miriam Silverberg, and Timothy Burke.
Contributors: Davarian L. Baldwin, Tani E. Barlow, Timothy Burke, Liz Conor, Madeleine Yue Dong, Anne E. Gorsuch, Ruri Ito, Kathy Peiss, Uta G. Poiger, Priti Ramamurthy, Mary Louise Roberts, Barbara Sato, Miriam Silverberg, Lynn M. Thomas, Alys Eve Weinbaum
This intriguing anthology brings together a broad range of critical essays on girls’ series fiction from established scholars such as Chamberlain, Johnson, and Romalov, along with emerging scholars Katrine Poe, Maureen Reed, and Deborah Siegel. Topics include: Anne of Green Gables, the Isabel Carleton series, early twentieth-century girls’ automobile series, girls’ scouting novels, 1910–1935, Cherry Ames in World War II, Nancy Drew, and Judy Bolton.
One Dog Happy
Molly McNett University of Iowa Press, 2008 Library of Congress PS3613.C5863O54 2008 | Dewey Decimal 813.6
In this award-winning debut collection, Molly McNett couples laugh-out-loud dialogue and wry observation reminiscent of Flannery O’Connor with disquieting strains of dashed hope, troubled sexuality, and disillusionment.
The adults in these stories can seem as hapless and helpless as the younger characters. Two neglected daughters use the language of clothes to cope with their parents’ divorce and their father’s mail-order bride. A young girl’s bizarre sexual fantasies help her gain control over the chaos of her family life. A gang of teenagers accuse a farmer of bestiality. A divorced father tries to create a pony-filled world that might appeal to his daughters. In the title story, Mr. Bob, the minister’s housesitter, loses a dog but finds someone to believe in. And in “Helping,” the darkest story in this amazing collection, Ruthie’s anger conquers her religious faith when she takes care of a severely disabled child.
We meet McNett’s endearing, often foolish characters at a point when their minds are open to manipulation by the people and events around them, and the conclusions they draw are heartbreaking: I am not allowed weakness; life treats people unequally; perhaps there is no God. Yet throughout they find quiet moments of possibility, courage, and a return to faith and comfort.
We usually think of women as the victims of pornography rather than its consumers. Whether appearing in films, peering provocatively from the pages of magazines, or posing on explicit Web-sites, women are considered the dehumanized objects of unseen lascivious male viewers. But in her controversial new book One for the Girls!, Clarissa Smith debunks this myth and challenges women to read, watch, and enjoy pornography on their own terms. Focusing on the British magazine For Women, Smith looks at its readers’ responses to male pinups and erotica and explores the intricacies of women’s unique reactions to pornography.
“Clarissa Smith has achieved something special with her new proffering from her masculinities repertoire. Smith’s text is groundbreaking, multidisciplinary and—equally importantly—extremely readable. It is the last point perhaps that really sets this work apart, as One for the Girls has a great deal to offer both the specialist academic and the general reader. Clarissa Smith’s accessible style allows readers with little prior knowledge of critical theory, cultural studies or the 1980s pornography debate, to not only understand these discourses, but to develop a strong grasp of their impact in this context.”—Michelle Parsons, Transition Tradition
Pleasures and Perils follows a group of young girls living on Nevis, an island society in the Eastern Caribbean. In this provocative ethnography, Debra Curtis examines their sexuality in gripping detail: why do Nevisian girls engage in sexual activity at such young ages? Where is the line between coercion and consent? How does a desire for wealth affect a girl's sexual practices?
Curtis shows that girls are often caught between conflicting discourses of Christian teachings about chastity, public health cautions about safe sex, and media enticements about consumer delights. Sexuality's contradictions are exposed: power and powerless¡ness, self-determination and cultural control, violence and pleasure. Pleasures and Perils illuminates the methodological and ethical issues anthropologists face when they conduct research on sex, especially among girls. The sexually explicit narratives conveyed in this book challenge not only the reader's own thoughts on sexuality but also the broader limits and possibilities of ethnography.
Rediscovering Nancy Drew
Carolyn Stewart Dyer University of Iowa Press, 1995 Library of Congress PS3545.I774Z87 1995 | Dewey Decimal 813.52
"Rediscovering Nancy Drew is a rich collection of literary memories and insightful cultural comments."--Journal of Children's Literature
"Nancy, especially the Nancy of the original story, is our bright heroine, chasing down the shadows, conquering our worst fears, giving us a glimpse of our brave and better selves, proving to everybody exactly how admirable and wonderful a thing it is to be a girl. Thank you, Nancy Drew."--Nancy Pickard
"Nancy Drew belongs to a moment in feminist history; it is a moment, I suggest, that we celebrate, allowing ourselves the satisfaction of praising her for what she dared and forgiving her for what she failed to undertake or understand."--Carolyn G. Heilbrun
"Rediscovering Nancy Drew lights up the territory. It informs, delights, and acknowledges through love and scholarship a debt long overdue."--Dale H. Ross
In 1991, women staff and faculty at the University of Iowa discovered that the pseudonymous author of the original Nancy Drew books, Carolyn Keene, was none other than Mildred Wirt Benson, the first person to earn a master's degree in journalism at Iowa. The excitement caused by their discovery led to the 1993 Nancy Drew Conference, which explored the remarkable passion for Nancy Drew that spans a wide spectrum of American society. The result: a lively collaboration of essays by and interviews with mystery writers, collectors, publishers, librarians, scholars, journalists, and fans which presents a spirited, informative, totally enjoyable tribute to the driver of that blue roadster so many readers have coveted.
When seeking approaches for sex education, few look to the past for guidance. But Susan K. Freeman's investigation of the classrooms of the 1940s and 1950s offers numerous insights into the potential for sex education to address adolescent challenges, particularly for girls. From rural Toms River, New Jersey, to urban San Diego and many places in between, the use of discussion-based classes fostered an environment that focused less on strictly biological matters of human reproduction and more on the social dimensions of the gendered and sexual worlds that the students inhabited.
Although the classes reinforced normative heterosexual gender roles that could prove repressive, the discussion-based approach also emphasized a potentially liberating sense of personal choice and responsibility in young women's relationship decisions. In addition to the biological and psychological underpinnings of normative sexuality, teachers presented girls' sex lives and gendered behavior as critical to the success of American families and, by extension, the entire way of life of American democracy. The approaches of teachers and students were sometimes predictable and other times surprising, yet almost wholly without controversy in the two decades before the so-called Sexual Revolution of the 1960s. Sex Goes to School illuminates the tensions between and among adults and youth attempting to make sense of sex in a society that was then, as much as today, both sex-phobic and sex-saturated.
Sex Talks to Girls: A Memoir
Maureen Seaton University of Wisconsin Press, 2018 Library of Congress PS3569.E218S49 2008 | Dewey Decimal 813.54
Maureen Seaton traces the emergence of her identity in quick, droll, often surprising sketches. She finds herself alternately in the company of winos, swingers, and drag kings; in love with Jesus H. Christ and a butch named Mars; in charge of two children (her own!); writing stories that shrink painfully to poems; and unable to reckon how she landed in any of these predicaments. In her passage from near-nun to suburban mom to woke woman, she shakes herself out of a sloshed stupor and delights in the spree.
Ann Lewis's childhood was marked by an unusual rhythm. Each year the thawing and freezing of the Great Lakes signaled the beginning and end of the shipping season, months of waiting that were punctuated by brief trips to various ports to meet her father, the captain.
With lively storytelling and vivid details, Lewis captures the unusual life of shipping families whose days and weeks revolved around the shipping industry on the Great Lakes. She paints an intriguing and affectionate portrait of her father, a talented pianist whose summer job aboard an ore freighter led him to a life on the water. Working his way up from deckhand to ship captain, Willis Michler became the master of thirteen ships over a span of twenty-eight years. From the age of twelve, Ann accompanied the captain to the ports of Milwaukee, Chicago, Toledo, and Cleveland on the lower Great Lakes. She describes sailing through stormy weather and starry nights, visiting the engine room, dining at the captain's table, and wheeling the block-long ship with her father in the pilot house. Through her mother's stories and remarks, Lewis also reveals insights into the trials and rewards of being a ship captain's wife. The book is enhanced by the author's vintage snapshots, depicting this bygone lifestyle.
Behind the innocent face of Victorian fairy tales such as Through the Looking Glass or Mopsa the Fairy lurks the specter of an intense gender debate about the very nature of childhood. Offering brilliant rereadings of classics from the "Golden Age of Children's Literature" as well as literature commonly considered "grown-up," U. C. Knoepflmacher illuminates this debate, probing deeply into the relations between adults and children, adults and their own childhood selves, and the lives of beloved Victorian authors and their "children's tales." Ventures into Childland will delight and instruct all readers of children's classics, and will be essential reading for students of Victorian culture and gender studies.
"Ventures into Childland is acute, well written and stimulating. It also has a political purpose, to insist on the importance of protecting and nurturing children, imaginatively and physically."—Jan Marsh, Times Literary Supplement
"A provocative and interesting book about Victorian culture."—Library Journal