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“Everybody's looking at you!”: Girls negotiating the “femininity deficit” they incur in physical ... |
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...education
There is a growing awareness of the complex and largely negative attitudes many girls in the UK hold towards physical activity in general and Physical Education (PE) in particular. This research in the UK involves a qualitative study of six Year 9 girls' experiences and motivations in PE.
Reflexive interpretation and biographical analysis of in-depth interviews are utilized to explore the themes of the relationship between “sportiness” and heterosexual desirability; and the polarized images of “tomboy” and “girlie.” Work by Connell [Connell, R.W. (1987). Gender and power. Cambridge: Polity Press.] on the gender order, and theories arising from the cultural analysis tradition on teenage girls' subcultures and identity formation are drawn on in order to make sense of the girls' narratives.
The findings of this research reveal that images of teenage girls and young women being physically active are non-congruous with the traditional ideologies of acceptable femininity. This paper describes how these girls negotiate the contradictions and the tensions caused by the “femininity deficit” incurred in PE by creating “double identities” and living “split lives.”
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Self-Objectification and Esteem in YoungWomen: TheMediating Role of Reasons for Exercise |
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In this study we investigated the interrelationships between self-objectification, reasons for exercise, body satisfaction, body esteem, and self-esteem. A questionnaire that assessed each of these constructs was completed by 104 female participants between the ages of 16 and 25 who exercised regularly at a fitness center. Self-objectification and appearance-related reasons for exercise were significantly negatively related to body satisfaction, body esteem, and selfesteem, and functional reasons for exercise were positively related to each of these outcome measures. Self-objectification also predicted the reasons women exercise. More important, reasons for exercise were found to mediate the relationships between self-objectification and body satisfaction, body esteem, and self-esteem. It was concluded that objectification theory can be extended usefully into the realm of exercise and that, among women who exercise, motivations for exercise account for the reduced body satisfaction and self-esteem for women high on self-objectification.
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Adolescent Girls' Sex Role Development: Relationship, with Sports Participation, Self-Esteem and.... |
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...Age at Menarche
This study investigated the development of sex role or&ntation among adolescent girls, and explored its relationship with sports participation, self-esteem, and age at menarche. The instruments were administered to 134 girls yearly from Grades 6 to 10 (ages 11 to 15). The results obtained with the Bern Sex Role Inventory showed group mean increases in the masculine and feminine scale scores, and considerable shifting in sex role categorizations over the five years. However, individual differences were quite consistent during the five-year study, suggesting some degree of stability in sex role orientation during adolescence. Sports participants and girls with high self-esteem had greater masculine sex role orientations throughout adolescence, with no differences in feminine orientations. It was concluded that the relationship of sex role orientation with sports participation and self-esteem was not an interactive one, but was reflective of individual differences. These individual differences begin in late childhood, with the variables developing concurrently. Age at menarche did not affect sex role orientation.
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I Could Probably Run a Marathon Right Now": Embodiment, Space, and Young Women's Leisure ... |
...Experiences
This research uses Camp Blaze, a firefighting camp for young women, to explore ways that the body and processes of embodiment are integral to learning about firefighting. We also address the role that the leisure space of the camp plays in simultaneously constraining and enabling young women's use and understanding of their bodies. Analysis of observational, interview, and photo data revealed that learning about firefighting involved several interconnected processes of embodiment. Results include how the processes of embodiment operated and the importance of learning and social context.
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Throwing Like A Girl? Situating Gender Differences in Physicality Across Game Contexts |
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This study explores interaction in same-sex and cross-sex foursquare games, and, in particular, how throwing (and talk) are adjusted along with diverse configurations of players. The game was played among girls and boys with immigrant backgrounds (Syrian, Kurdish, Chilean) from low-income families in a multiethnic school setting in Sweden. The study investigates girls’ physicality across various game contexts, finding that as the configuration of players shifts, the forms of bodily actions the girls invoke to construct social identities shift as well. The girls used slams - ways of throwing that require force and muscular strength, physical behaviour that is not conventionally seen as part of femininity. The same girls altered throwing (and language) style, ‘throwing like a girl’, to downplay physical skills with less skilled girls. In cross-sex games, the girls (and the boys) playfully mock challenged gender meanings such as boys’ domination and girls’ subordination. The fact that the girls studied here were not restricted in physicality (or spatiality) indicates that there is considerable variation in female physicality. Overall, the findings underscore that studies of girls’ (and boys’) physicality should be grounded in detailed analyses of interaction in specific game contexts, with attention to cultural and institutional frameworks embedded in the games.
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