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ERIC Number: EJ915514
Record Type: Journal
Publication Date: 2010-Sep
Pages: 10
Abstractor: ERIC
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0094-0771
The Oversexualization of Young Adolescent Girls: Implications for Middle Grades Educators
Curry, Jennifer R.; Choate, Laura H.
Middle School Journal (J1), v42 n1 p6-15 Sep 2010
This article was meant to familiarize readers with ways in which the media and popular culture sexualize and stereotype girls and women and to raise awareness about the extent to which girls in the middle graders may be impacted by the sexualized media content they view. By framing the problem and its consequences through self-objectification theory, the authors demonstrated how girls internalize sexualized messages and experience related developmental harms. Finally, they offered strategies to assist middle grades faculty and other stakeholders as they work to counter the damaging trend toward the sexualization of young adolescent girls. Young adolescent girls have more opportunities today than ever before in history, but it is important that their self-worth and dignity not be compromised by the current cultural context. School personnel can play a critical role in this process by giving students frequent opportunities to reflect on what their values are and who they want to be, without the influence of dominant culture stereotypes that tend to limit their options. By gaining awareness and opening discussion with all middle grades stakeholders to help them understand these trends and stereotypes, the authors can give today's young adolescents greater opportunities for optimal growth and development.
National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A