Understanding and Supporting Girls with ADHD
Teen girls and LGBTQ+ youth plagued by violence and trauma, survey says
How the realities of low-income girlhood are overlooked in schools and culture
'Ambitious Girl' Reminds Kids: Your Dreams Are Not A Drawback
In 'She-Ra And The Princesses Of Power,' True Strength Is In Being Yourself
Math Looks The Same In The Brains Of Boys And Girls, Study Finds
3 Ways to Shape Math Into a Positive Experience
Helping Young Girls Find Their Voice While Developing Friendships
How Empowering Girls to Confront Conflict and Buck Perfection Helps Their Well-Being
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Almost 13% of men and boys \u003c/span>\u003ca href=\"https://www.cdc.gov/ncbddd/adhd/data.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> compared to 5.6% of women and girls. Girls are often misdiagnosed or underdiagnosed in part because parents and teachers are \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20183650/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less likely to refer girls for treatment or diagnosis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s taken a long time for the medical field to catch up,” said \u003c/span>\u003ca href=\"https://psychology.berkeley.edu/people/stephen-hinshaw\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Stephen Hinshaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a clinical psychologist and researcher at University of California, Berkeley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw’s work highlights the importance of early identification and intervention for girls with ADHD. “There may be a hidden pattern marked by coping and compensation that over the years can become quite serious,” he said. Girls who go undiagnosed are more likely to “suffer in silence,” which may include a \u003c/span>\u003ca href=\"https://dev-hinshaw-lab.pantheon.berkeley.edu/wp-content/uploads/2022/07/2021_OGrady-Hinshaw_BJPsych_LongTermOutcomesADHDSelfHarm.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">higher risk of self-harm and suicidal ideation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to Hinshaw. Once diagnosed, medication management, parenting strategies and classroom accommodations can help girls with ADHD achieve academic success and better outcomes. “I think we need to pay attention to girls’ symptoms,” he said. “But it’s not like we need dramatically, magically different treatments for girls versus boys.” In a presentation at \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Learning & the Brain’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Teaching Behaved Brains conference, Hinshaw shared practical solutions for supporting girls with ADHD so parents and educators alike can challenge stereotypes and embrace a holistic understanding of the disorder.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Different presentations, different medications\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">ADHD may present differently in boys and girls. For instance, boys often exhibit hyperactive and disruptive behaviors, while \u003c/span>\u003ca href=\"https://childmind.org/article/how-to-help-girls-with-adhd/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">girls tend to show more internalized symptoms like daydreaming and social withdrawal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which often fly under the radar. Girls with ADHD often face challenges in \u003c/span>\u003ca href=\"https://childmind.org/article/helping-girls-with-adhd-make-friends/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">making and keeping friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which can lead to feelings of isolation and negatively impact their self-esteem. In a study where \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1023/A:1020815814973\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Hinshaw observed girls with ADHD at a summer camp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, more than three quarters of girls with ADHD had trouble making friends, compared to only\u003c/span>\u003ca href=\"https://www.cambridge.org/core/journals/development-and-psychopathology/article/abs/peer-relationships-in-boys-with-attentiondeficit-hyperactivity-disorder-with-and-without-comorbid-aggression/13AFD8E30C30ACE132FF7B1FE2A58D35\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> 30-40% of boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common medications for ADHD are stimulants like Adderall or Ritalin. They can help kids pay better attention in school, but they don’t really do much to help with social skills and friendships, Hinshaw said. Women have more side effects from stimulants than men and are more likely to respond to the non-stimulant alternative, according to Hinshaw. Non-stimulant medications \u003c/span>\u003ca href=\"https://childmind.org/article/what-are-nonstimulant-medications-for-adhd/#:~:text=The%20most%20commonly%20used%20nonstimulant,%2C%20Intuniv)%20are%20alpha%20agonists.\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">like Atomoxetine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> treat ADHD symptoms, as well as reduce anxiety.\u003c/span>\u003cspan style=\"font-weight: 400\"> In addition to medication, girls with ADHD are likely to benefit from peer support groups or mentorship programs. Parents and educators can also help by teaching social skills and providing opportunities for structured social interaction, such as\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10802-010-9403-4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> parent-assisted play dates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Girls with ADHD, compared to a neurotypical comparison group, had \u003c/span>\u003ca href=\"https://dev-hinshaw-lab.pantheon.berkeley.edu/wp-content/uploads/2022/07/2022_Hinshaw-etal_JCPP_annualresearchreviewADHD.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more depression and anxiety,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> more conduct problems – although they started later – more executive function deficits, lower achievement,” said Hinshaw. He suggested that clinicians should address comorbid mental health conditions when treating girls with ADHD.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Parenting and ADHD outcomes\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A child’s ADHD diagnosis can be stressful for parents, because some people mistakenly believe that ADHD is caused by poor parenting. That’s not the case; however, parenting can have a significant impact on outcomes for children with ADHD. “It’s time to radically accept that your daughter may not be exactly the kid you expected,” said Hinshaw. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw highlighted the importance of parents helping girls with ADHD develop their passions, which can improve their self-esteem and increase their engagement in academic and social activities. Their interests can also be used to encourage specific positive behaviors. “They’re going to require more structure. They’re going to require more extrinsic reward. They’re going to require more understanding [from adults] to get them the skills to make it later in life,” said Hinshaw. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw suggested that parents and children create a daily report card to set specific behavior goals. If the child meets the goals, the parent can give them a reward that is aligned with their interests. Dr. Hinshaw cautioned that when parents want to stop using a reward system, they should decrease rewards slowly. “Kids do really well with rewards and when you stop them, they go into extinction, and the behavior goes right back to baseline,” he warned.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Collaborate with teachers for consistent expectations\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coordination between home and school can reinforce positive behaviors and make expectations consistent. Hinshaw recommended that parents sit down with a behavioral specialist, their daughter and their daughter’s teacher to decide on two academic behaviors they’d like to improve. They may set a goal to come in from recess quietly or sit down in a reading circle for a set amount of time. Goals should be adjusted with progress. “[If] she’s sitting for an average of four minutes before she skips off, what’s your target next week with a reward system?” asked Hinshaw. “Seven minutes. And then nine. And then 10. Build slowly.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a parent opts to use a reward system at home, they can work with a teacher to make sure the same reward system is used at school. For example, parents and teachers may share daily behavior report cards with each other, so that the achieved goals are cumulatively tallied at the end of the day. “One of the first goals for a daily report card is ‘Did that daily report card ever make it home in that backpack?’” said Hinshaw. He recalled that a colleague of his whose child has ADHD discovered an assignment from the beginning of the school year still in the child’s backpack at the end of the year.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As more girls are diagnosed with ADHD, parents and teachers can help them manage their symptoms through tailored support, leading to success in school and beyond.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Dr. Stephen Hinshaw shares practical solutions for supporting girls with ADHD so parents and educators alike can challenge common stereotypes and embrace a more holistic understanding of the disorder.\r\n","status":"publish","parent":0,"modified":1713291306,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1017},"headData":{"title":"Understanding and Supporting Girls with ADHD | KQED","description":"Psychologist Stephen Hinshaw highlights the importance of early identification for girls with ADHD and shares advice for medication management and parenting strategies.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Psychologist Stephen Hinshaw highlights the importance of early identification for girls with ADHD and shares advice for medication management and parenting strategies.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Understanding and Supporting Girls with ADHD","datePublished":"2023-05-22T01:00:48.000Z","dateModified":"2024-04-16T18:15:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61615/understanding-and-supporting-girls-with-adhd","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Attention Deficit Hyperactivity Disorder (ADHD) has long been associated with young boys, but \u003c/span>\u003ca href=\"https://adhdgirlsandwomen.org/wp-content/uploads/2022/05/Hinshaw_2021_Review.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research over the past four decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has revealed a hidden world of girls affected by the disorder. Almost 13% of men and boys \u003c/span>\u003ca href=\"https://www.cdc.gov/ncbddd/adhd/data.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> compared to 5.6% of women and girls. Girls are often misdiagnosed or underdiagnosed in part because parents and teachers are \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20183650/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less likely to refer girls for treatment or diagnosis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s taken a long time for the medical field to catch up,” said \u003c/span>\u003ca href=\"https://psychology.berkeley.edu/people/stephen-hinshaw\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Stephen Hinshaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a clinical psychologist and researcher at University of California, Berkeley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw’s work highlights the importance of early identification and intervention for girls with ADHD. “There may be a hidden pattern marked by coping and compensation that over the years can become quite serious,” he said. Girls who go undiagnosed are more likely to “suffer in silence,” which may include a \u003c/span>\u003ca href=\"https://dev-hinshaw-lab.pantheon.berkeley.edu/wp-content/uploads/2022/07/2021_OGrady-Hinshaw_BJPsych_LongTermOutcomesADHDSelfHarm.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">higher risk of self-harm and suicidal ideation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to Hinshaw. Once diagnosed, medication management, parenting strategies and classroom accommodations can help girls with ADHD achieve academic success and better outcomes. “I think we need to pay attention to girls’ symptoms,” he said. “But it’s not like we need dramatically, magically different treatments for girls versus boys.” In a presentation at \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Learning & the Brain’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Teaching Behaved Brains conference, Hinshaw shared practical solutions for supporting girls with ADHD so parents and educators alike can challenge stereotypes and embrace a holistic understanding of the disorder.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Different presentations, different medications\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">ADHD may present differently in boys and girls. For instance, boys often exhibit hyperactive and disruptive behaviors, while \u003c/span>\u003ca href=\"https://childmind.org/article/how-to-help-girls-with-adhd/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">girls tend to show more internalized symptoms like daydreaming and social withdrawal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which often fly under the radar. Girls with ADHD often face challenges in \u003c/span>\u003ca href=\"https://childmind.org/article/helping-girls-with-adhd-make-friends/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">making and keeping friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which can lead to feelings of isolation and negatively impact their self-esteem. In a study where \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1023/A:1020815814973\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Hinshaw observed girls with ADHD at a summer camp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, more than three quarters of girls with ADHD had trouble making friends, compared to only\u003c/span>\u003ca href=\"https://www.cambridge.org/core/journals/development-and-psychopathology/article/abs/peer-relationships-in-boys-with-attentiondeficit-hyperactivity-disorder-with-and-without-comorbid-aggression/13AFD8E30C30ACE132FF7B1FE2A58D35\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> 30-40% of boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common medications for ADHD are stimulants like Adderall or Ritalin. They can help kids pay better attention in school, but they don’t really do much to help with social skills and friendships, Hinshaw said. Women have more side effects from stimulants than men and are more likely to respond to the non-stimulant alternative, according to Hinshaw. Non-stimulant medications \u003c/span>\u003ca href=\"https://childmind.org/article/what-are-nonstimulant-medications-for-adhd/#:~:text=The%20most%20commonly%20used%20nonstimulant,%2C%20Intuniv)%20are%20alpha%20agonists.\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">like Atomoxetine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> treat ADHD symptoms, as well as reduce anxiety.\u003c/span>\u003cspan style=\"font-weight: 400\"> In addition to medication, girls with ADHD are likely to benefit from peer support groups or mentorship programs. Parents and educators can also help by teaching social skills and providing opportunities for structured social interaction, such as\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10802-010-9403-4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> parent-assisted play dates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Girls with ADHD, compared to a neurotypical comparison group, had \u003c/span>\u003ca href=\"https://dev-hinshaw-lab.pantheon.berkeley.edu/wp-content/uploads/2022/07/2022_Hinshaw-etal_JCPP_annualresearchreviewADHD.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more depression and anxiety,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> more conduct problems – although they started later – more executive function deficits, lower achievement,” said Hinshaw. He suggested that clinicians should address comorbid mental health conditions when treating girls with ADHD.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Parenting and ADHD outcomes\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A child’s ADHD diagnosis can be stressful for parents, because some people mistakenly believe that ADHD is caused by poor parenting. That’s not the case; however, parenting can have a significant impact on outcomes for children with ADHD. “It’s time to radically accept that your daughter may not be exactly the kid you expected,” said Hinshaw. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw highlighted the importance of parents helping girls with ADHD develop their passions, which can improve their self-esteem and increase their engagement in academic and social activities. Their interests can also be used to encourage specific positive behaviors. “They’re going to require more structure. They’re going to require more extrinsic reward. They’re going to require more understanding [from adults] to get them the skills to make it later in life,” said Hinshaw. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hinshaw suggested that parents and children create a daily report card to set specific behavior goals. If the child meets the goals, the parent can give them a reward that is aligned with their interests. Dr. Hinshaw cautioned that when parents want to stop using a reward system, they should decrease rewards slowly. “Kids do really well with rewards and when you stop them, they go into extinction, and the behavior goes right back to baseline,” he warned.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Collaborate with teachers for consistent expectations\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coordination between home and school can reinforce positive behaviors and make expectations consistent. Hinshaw recommended that parents sit down with a behavioral specialist, their daughter and their daughter’s teacher to decide on two academic behaviors they’d like to improve. They may set a goal to come in from recess quietly or sit down in a reading circle for a set amount of time. Goals should be adjusted with progress. “[If] she’s sitting for an average of four minutes before she skips off, what’s your target next week with a reward system?” asked Hinshaw. “Seven minutes. And then nine. And then 10. Build slowly.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a parent opts to use a reward system at home, they can work with a teacher to make sure the same reward system is used at school. For example, parents and teachers may share daily behavior report cards with each other, so that the achieved goals are cumulatively tallied at the end of the day. “One of the first goals for a daily report card is ‘Did that daily report card ever make it home in that backpack?’” said Hinshaw. He recalled that a colleague of his whose child has ADHD discovered an assignment from the beginning of the school year still in the child’s backpack at the end of the year.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As more girls are diagnosed with ADHD, parents and teachers can help them manage their symptoms through tailored support, leading to success in school and beyond.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61615/understanding-and-supporting-girls-with-adhd","authors":["11721"],"categories":["mindshift_21504","mindshift_21385"],"tags":["mindshift_20862","mindshift_21198","mindshift_21118","mindshift_21336","mindshift_20825","mindshift_20568","mindshift_381"],"featImg":"mindshift_61620","label":"mindshift"},"mindshift_61031":{"type":"posts","id":"mindshift_61031","meta":{"index":"posts_1591205157","site":"mindshift","id":"61031","score":null,"sort":[1676388927000]},"guestAuthors":[],"slug":"teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says","title":"Teen girls and LGBTQ+ youth plagued by violence and trauma, survey says","publishDate":1676388927,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"https://988lifeline.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>988 Suicide & Crisis Lifeline\u003c/em>\u003c/a>\u003cem> by dialing 9-8-8, or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>Adolescent girls across the country are facing record levels of violence, sadness and despair, according to new survey data from the U.S. Centers for Disease Control and Prevention. And teens who identify as lesbian, gay, bisexual, questioning and other non-heterosexual identities also experience high levels of violence and distress, the survey found.\u003c/p>\n\u003cp>\"There is no question from this data [that] young people are telling us that they are in crisis,\" says \u003ca href=\"https://twitter.com/ethierka\" target=\"_blank\" rel=\"noopener\">Kathleen Ethier\u003c/a>, director of the CDC's Division of Adolescent and School Health. \"And there is this growing wave of violence and trauma that's affecting young people, especially teen girls and LGBTQ+ youth.\"\u003c/p>\n\u003cp>Every two years, the CDC \u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/yrbs_data_summary_and_trends.htm\" target=\"_blank\" rel=\"noopener\">surveys 9th through 12th graders across the country\u003c/a> about a range of health behaviors and experiences for a report titled, the Youth Risk Behavior Survey. On Monday, it released the results from the most recent survey conducted in 2021, along with the trends over the past decade.\u003c/p>\n\u003cp>While 11% of all teens reported facing sexual violence in the past year, 18% of girls and 22% of LGBTQ+ youth reported the same. Among racial and ethnic groups, American Indian or Alaska Native teens were the most likely to have faced sexual violence.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And more than one in ten girls had been forced to have sex in their lifetime, says Ethier.\u003c/p>\n\u003cp>\"That is just an overwhelming finding,\" she says. \"So, not surprisingly, we're also seeing that almost 60% of teen girls had depressive symptoms in the past year, which is the highest level in a decade.\"\u003c/p>\n\u003cp>Nearly one in three girls also reported seriously considering suicide in the past year – a 60% rise from a decade ago.\u003c/p>\n\u003cp>The report also found that 52% of teens identifying as LGBTQ+ experienced poor mental health in the past year, with 1 in 5 saying they had attempted suicide during that period of time. Among racial and ethnic groups Native American teens were the most likely to have attempted suicide in the year before, followed by Black youth, at 14%.\u003c/p>\n\u003ch3>Trauma plays a role\u003c/h3>\n\u003cp>There's often a history of trauma among teens experiencing a mental health crisis, says\u003ca href=\"https://faculty.medicine.hofstra.edu/7557-vera-feuer\" target=\"_blank\" rel=\"noopener\"> Dr. Vera Feuer\u003c/a>, a child and adolescent psychiatrist at Northwell Health in Long Island, NY, who did not participate in the study.\u003c/p>\n\u003cp>\"Most of the kids presenting to psychiatric emergency rooms and a lot of the kids presenting with suicidal thoughts do have a background that includes trauma,\" she says, and that trauma often stems from, \"some sort of victimization, sexual victimization, as well as bullying, cyber bullying.\"\u003c/p>\n\u003cp>However, there are a whole host of social and environmental factors driving the behaviors and mental health problems among teens, especially teen girls, says \u003ca href=\"https://rogersbh.org/staff/stephanie-eken\" target=\"_blank\" rel=\"noopener\">Dr. Stephanie Eken\u003c/a>, a pediatrician and child and adolescent psychiatrist at \u003ca href=\"https://rogersbh.org/\" target=\"_blank\" rel=\"noopener\">Rogers Behavioral Health\u003c/a> in Wisconsin, which also has a program for adolescent girls.\u003c/p>\n\u003cp>One of those factors, she says, is early puberty.\u003c/p>\n\u003cp>Girls \"are starting puberty early, and we know that hormones certainly start to differentiate issues for females versus males,\" says Eken. \"When we look at research studies, girls, when they start to hit puberty, start to have increasing rates of depression and anxiety. So there are the hormonal factors that we think could play a role.\"\u003c/p>\n\u003cp>Social media also plays a major role, she adds.\u003c/p>\n\u003cp>\"We see that for girls and their social networks, even when they're socializing, they are not socializing in person,\" she says. \"They are socializing through their phone or through some type of device rather than in-person.\"\u003c/p>\n\u003cp>But, she adds, adolescents in general, and girls in particular need in-person social contact.\u003c/p>\n\u003cp>The lack of it, she adds, has created higher levels of loneliness among teens, even before the pandemic. And loneliness is a well known risk factor for suicide.\u003c/p>\n\u003cp>Social media also exposes girls to all kinds of negative social pressures.\u003c/p>\n\u003cp>\"Body type expectations and the images that they're shown with the flood of information that we have available to us has detrimental effects,\" says Eken. \"And they're being exposed to them earlier and earlier in their lives when their brains are not prepared to deal with this information and know what to do with it.\"\u003c/p>\n\u003cp>That's also why there's been a dramatic rise in teen girls with eating disorders in recent years, say Eken and Feuer.\u003c/p>\n\u003ch3>Schools can be part of the solution\u003c/h3>\n\u003cp>Schools are key, the report suggests, to help teens facing these behavioral and mental health challenges.\u003c/p>\n\u003cp>\"Schools are on the front lines of dealing with the mental health crisis that we're experiencing in this country,\" says the CDC's Ethier.\u003c/p>\n\u003cp>She points to a number of things that schools can do to prevent these issues and also to support vulnerable students.\u003c/p>\n\u003cp>\"Things like making sure teachers are well trained in dealing with the mental health issues that are arising in their classrooms, making sure that there are programs in place to get young people out into their communities to provide service and bringing important community members into schools to meet, to provide mentorship,\" Ethier says.\u003c/p>\n\u003cp>The report also points to the need to have school environments where students feel socially connected, not just to their peers, but also to caring adults.\u003c/p>\n\u003cp>\"The role of other trusted adults at school is a big part of that,\" says Feuer.\u003c/p>\n\u003cp>A proven way to protect vulnerable students against despair and suicide is to help them feel like they belong – at school, at home, in their communities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We know from suicide research that the sense of belongingness and feeling connected is a really, really important factor to consider,\" adds Feuer.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teen+girls+and+LGBTQ%2B+youth+plagued+by+violence+and+trauma%2C+survey+says&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Nearly one in three girls reported seriously considering suicide in the past year – a 60% rise from a decade ago, according to the CDC survey data.","status":"publish","parent":0,"modified":1676663168,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":980},"headData":{"title":"Teen girls and LGBTQ+ youth plagued by violence and trauma, survey says | KQED","description":"Nearly 1 in 3 girls reported seriously considering suicide in the past year – a 60% rise from a decade ago, according to the CDC survey data.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teen girls and LGBTQ+ youth plagued by violence and trauma, survey says","datePublished":"2023-02-14T15:35:27.000Z","dateModified":"2023-02-17T19:46:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprImageCredit":"Radu Bighian","nprByline":"Rhitu Chatterjee","nprImageAgency":"EyeEm via Getty Images","nprStoryId":"1156663966","nprApiLink":"http://api.npr.org/query?id=1156663966&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/02/13/1156663966/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says?ft=nprml&f=1156663966","nprRetrievedStory":"1","nprPubDate":"Mon, 13 Feb 2023 19:43:00 -0500","nprStoryDate":"Mon, 13 Feb 2023 19:36:56 -0500","nprLastModifiedDate":"Mon, 13 Feb 2023 19:43:45 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/02/20230213_atc_teen_girls_in_growing_crisis.mp3?orgId=1&topicId=1128&d=238&story=1156663966&ft=nprml&f=1156663966","nprAudioM3u":"http://api.npr.org/m3u/11156690774-af7ff1.m3u?orgId=1&topicId=1128&d=238&story=1156663966&ft=nprml&f=1156663966","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/02/20230213_atc_teen_girls_in_growing_crisis.mp3?orgId=1&topicId=1128&d=238&story=1156663966&ft=nprml&f=1156663966","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"https://988lifeline.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>988 Suicide & Crisis Lifeline\u003c/em>\u003c/a>\u003cem> by dialing 9-8-8, or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\" target=\"_blank\" rel=\"noopener\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>Adolescent girls across the country are facing record levels of violence, sadness and despair, according to new survey data from the U.S. Centers for Disease Control and Prevention. And teens who identify as lesbian, gay, bisexual, questioning and other non-heterosexual identities also experience high levels of violence and distress, the survey found.\u003c/p>\n\u003cp>\"There is no question from this data [that] young people are telling us that they are in crisis,\" says \u003ca href=\"https://twitter.com/ethierka\" target=\"_blank\" rel=\"noopener\">Kathleen Ethier\u003c/a>, director of the CDC's Division of Adolescent and School Health. \"And there is this growing wave of violence and trauma that's affecting young people, especially teen girls and LGBTQ+ youth.\"\u003c/p>\n\u003cp>Every two years, the CDC \u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/yrbs_data_summary_and_trends.htm\" target=\"_blank\" rel=\"noopener\">surveys 9th through 12th graders across the country\u003c/a> about a range of health behaviors and experiences for a report titled, the Youth Risk Behavior Survey. On Monday, it released the results from the most recent survey conducted in 2021, along with the trends over the past decade.\u003c/p>\n\u003cp>While 11% of all teens reported facing sexual violence in the past year, 18% of girls and 22% of LGBTQ+ youth reported the same. Among racial and ethnic groups, American Indian or Alaska Native teens were the most likely to have faced sexual violence.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And more than one in ten girls had been forced to have sex in their lifetime, says Ethier.\u003c/p>\n\u003cp>\"That is just an overwhelming finding,\" she says. \"So, not surprisingly, we're also seeing that almost 60% of teen girls had depressive symptoms in the past year, which is the highest level in a decade.\"\u003c/p>\n\u003cp>Nearly one in three girls also reported seriously considering suicide in the past year – a 60% rise from a decade ago.\u003c/p>\n\u003cp>The report also found that 52% of teens identifying as LGBTQ+ experienced poor mental health in the past year, with 1 in 5 saying they had attempted suicide during that period of time. Among racial and ethnic groups Native American teens were the most likely to have attempted suicide in the year before, followed by Black youth, at 14%.\u003c/p>\n\u003ch3>Trauma plays a role\u003c/h3>\n\u003cp>There's often a history of trauma among teens experiencing a mental health crisis, says\u003ca href=\"https://faculty.medicine.hofstra.edu/7557-vera-feuer\" target=\"_blank\" rel=\"noopener\"> Dr. Vera Feuer\u003c/a>, a child and adolescent psychiatrist at Northwell Health in Long Island, NY, who did not participate in the study.\u003c/p>\n\u003cp>\"Most of the kids presenting to psychiatric emergency rooms and a lot of the kids presenting with suicidal thoughts do have a background that includes trauma,\" she says, and that trauma often stems from, \"some sort of victimization, sexual victimization, as well as bullying, cyber bullying.\"\u003c/p>\n\u003cp>However, there are a whole host of social and environmental factors driving the behaviors and mental health problems among teens, especially teen girls, says \u003ca href=\"https://rogersbh.org/staff/stephanie-eken\" target=\"_blank\" rel=\"noopener\">Dr. Stephanie Eken\u003c/a>, a pediatrician and child and adolescent psychiatrist at \u003ca href=\"https://rogersbh.org/\" target=\"_blank\" rel=\"noopener\">Rogers Behavioral Health\u003c/a> in Wisconsin, which also has a program for adolescent girls.\u003c/p>\n\u003cp>One of those factors, she says, is early puberty.\u003c/p>\n\u003cp>Girls \"are starting puberty early, and we know that hormones certainly start to differentiate issues for females versus males,\" says Eken. \"When we look at research studies, girls, when they start to hit puberty, start to have increasing rates of depression and anxiety. So there are the hormonal factors that we think could play a role.\"\u003c/p>\n\u003cp>Social media also plays a major role, she adds.\u003c/p>\n\u003cp>\"We see that for girls and their social networks, even when they're socializing, they are not socializing in person,\" she says. \"They are socializing through their phone or through some type of device rather than in-person.\"\u003c/p>\n\u003cp>But, she adds, adolescents in general, and girls in particular need in-person social contact.\u003c/p>\n\u003cp>The lack of it, she adds, has created higher levels of loneliness among teens, even before the pandemic. And loneliness is a well known risk factor for suicide.\u003c/p>\n\u003cp>Social media also exposes girls to all kinds of negative social pressures.\u003c/p>\n\u003cp>\"Body type expectations and the images that they're shown with the flood of information that we have available to us has detrimental effects,\" says Eken. \"And they're being exposed to them earlier and earlier in their lives when their brains are not prepared to deal with this information and know what to do with it.\"\u003c/p>\n\u003cp>That's also why there's been a dramatic rise in teen girls with eating disorders in recent years, say Eken and Feuer.\u003c/p>\n\u003ch3>Schools can be part of the solution\u003c/h3>\n\u003cp>Schools are key, the report suggests, to help teens facing these behavioral and mental health challenges.\u003c/p>\n\u003cp>\"Schools are on the front lines of dealing with the mental health crisis that we're experiencing in this country,\" says the CDC's Ethier.\u003c/p>\n\u003cp>She points to a number of things that schools can do to prevent these issues and also to support vulnerable students.\u003c/p>\n\u003cp>\"Things like making sure teachers are well trained in dealing with the mental health issues that are arising in their classrooms, making sure that there are programs in place to get young people out into their communities to provide service and bringing important community members into schools to meet, to provide mentorship,\" Ethier says.\u003c/p>\n\u003cp>The report also points to the need to have school environments where students feel socially connected, not just to their peers, but also to caring adults.\u003c/p>\n\u003cp>\"The role of other trusted adults at school is a big part of that,\" says Feuer.\u003c/p>\n\u003cp>A proven way to protect vulnerable students against despair and suicide is to help them feel like they belong – at school, at home, in their communities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We know from suicide research that the sense of belongingness and feeling connected is a really, really important factor to consider,\" adds Feuer.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teen+girls+and+LGBTQ%2B+youth+plagued+by+violence+and+trauma%2C+survey+says&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says","authors":["byline_mindshift_61031"],"categories":["mindshift_21445","mindshift_21280","mindshift_20874"],"tags":["mindshift_20589","mindshift_21556","mindshift_21070","mindshift_20825","mindshift_21339","mindshift_20865","mindshift_20884","mindshift_21159","mindshift_1038","mindshift_21557"],"featImg":"mindshift_61032","label":"mindshift"},"mindshift_60118":{"type":"posts","id":"mindshift_60118","meta":{"index":"posts_1591205157","site":"mindshift","id":"60118","score":null,"sort":[1669888811000]},"guestAuthors":[],"slug":"how-the-realities-of-low-income-girlhood-are-overlooked-in-schools-and-culture","title":"How the realities of low-income girlhood are overlooked in schools and culture","publishDate":1669888811,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Copyright © 2022 by Amanda Freeman and Lisa Dodson. This excerpt originally appeared in “\u003c/span>\u003ca href=\"https://thenewpress.com/books/getting-me-cheap\">\u003cspan style=\"font-weight: 400\">Getting Me Cheap: How Low-Wage Work Traps Women and Girls in Poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” published by The New Press. Reprinted here with permission.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a New York Times article, in November 2021, the journalists Eliza Shapiro and Gabriela Bhaskar \u003c/span>\u003ca href=\"https://www.nytimes.com/interactive/2021/11/22/nyregion/nyc-high-school-senior-covid.html\">\u003cspan style=\"font-weight: 400\">introduced readers to Genesis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a sophomore in a northern Manhattan high school whose family was from the Dominican Republic. Genesis was college focused, interested in architecture and thinking about spreading her wings as she looked ahead. But the pandemic upended the family’s rhythm. Over the six months documented by the journalists, Genesis not only had to transition to online learning for her junior year of high school, but she was responsible for overseeing her six-year-old sister Maia’s schooling. Their single mother worked two jobs, so Genesis had to get her little sister up, fed, and onto the computer. “The rest of the day would be spent toggling between her own assignments and monitoring Maia’s needs, which invariably won out.” As the months passed, she spent hours each day trying to help her sister learn to read. As she described her role, Genesis said, “I have to keep in mind that I’m not her mom, I’m her sister.” But she worried about how hard her mother struggles and, looking ahead, that it would be difficult to move away to college, far away from Maia and her hardworking mom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With some ups and downs, Genesis made it through high school buoyed by friends, family, and determination. Importantly, her story got told. The attention that comes with a substantive New York Times article exposed a long-ignored truth about girls’ lives in the United States. Yet, the demands and capabilities revealed in young Genesis’s daily life, while particular in detail and character, have been playing out throughout the nation for decades.\u003c/span>\u003c/p>\n\u003ch2>Unequal Girlhoods\u003c/h2>\n\u003cp>\u003ca href=\"https://sociology.sas.upenn.edu/people/annette-lareau\">\u003cspan style=\"font-weight: 400\">Annette Lareau\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s research draws out and explores differences in parenting approaches that reflect class and race in the United States. Children of the affluent are recipients of intensive parental attention, largely expressed through a wide array of enriching activities, counseling, sports, and other opportunities for individual cultivation. In sharp contrast, working-class children are expected to be self-sufficient and responsible for meeting basic milestones at school and in the world. \u003c/span>\u003ca href=\"https://twitter.com/clairecm\">\u003cspan style=\"font-weight: 400\">Claire Cain Miller\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has reported on research that shows parents of all different income levels aspire to this intensive ideal, setting up low-income parents to fail since they don’t have the time and resources to devote to endless carpools and activities. Moms talked to us about the guilt they felt when forced to take low-wage jobs and patch together care for their kids, which often fell apart. They were frequently leaving children in “self-care” and relying on teens and children, predominantly girls, to take care of even younger children. Lisa recorded a teen girl who, upon listening to other girls describe their routine family-care work, said, “It’s all true. It’s all similar. I am the oldest daughter too . . . living with my mom and my three siblings, so I had to play my father’s role, and I had to be the father. . . . And it was a big responsibility and it changed me a lot.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.wendyluttrell.org/\">\u003cspan style=\"font-weight: 400\">Wendy Luttrell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> points to the role of schools as reinforcing this classed framework. She examines how schooling is organized around an “illusion of the ‘care-free’ student.” Presumably, the ‘care-free’ parent is the female caregiver who is doing all the work behind the scenes. This model may in fact be the reality of wealthier children in the United States with some of the caregiving duties performed by hired help. But we heard how children face schooling expectations that largely ignore labor market pressures on their parents, pressures that configure family life beyond income poverty. Instability and uncertainty are absolutes for parents in millions of low-wage jobs. Freedom from daily care work and economic stress reflects the lives of affluent youth whose families can purchase all kinds of care and enrichment services, technology, and other options that free children to pursue self-cultivation. But for working-class and poor children, this kind of childhood is like another country, a far-off life. In the United States, childhood is a commodity reserved for those wealthy enough to buy it.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The contrast between growing up female in lower and higher-income America emerges in many arenas. Dan Kindlon, a clinical psychologist and lecturer at the Harvard School of Public Health, described his revelations about today’s “postfeminism” generation of young women, partly gleaned from coaching his daughter’s softball team. As he describes it, unlike their mothers, girls take for granted equal rights and even outperform boys in terms of grades, honors, graduation rates, and college graduation. Kindlon \u003c/span>\u003ca href=\"https://www.harvardmagazine.com/2008/01/girl-power.html\">\u003cspan style=\"font-weight: 400\">explained to Harvard Magazine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that as a result, these “alpha girls . . . are starting to make the psychological shift, the inner transformation, that Simone de Beauvoir predicted” in 1949. “‘Sooner or later [women] will arrive at complete economic and social equality, which will bring about an inner metamorphosis.’” What girls today are saying, adds Kindlon, is “I have flexibility that no other woman has ever had in history, or certainly not in any numbers, and I can play any role—‘Bring it on.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"size-full wp-image-60153 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/getting_me_cheap_final.jpg\" alt=\"Getting Me Cheap book cover\" width=\"240\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/getting_me_cheap_final.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/getting_me_cheap_final-160x240.jpg 160w\" sizes=\"(max-width: 240px) 100vw, 240px\">This representation of girls’ lives and their growing power resonates among largely white, higher-income families. But the girlhood we heard described is generally missing from popular campaigns for girls’ empowerment, for building feminist pathways into STEM careers, and for nurturing girls’ leadership skills. Many of the women who traced their biographies with us noted how deep family ties and brutal wage poverty were imprinted on them right from the start. The economy gets their moms’ work for cheap and, behind that, children subsidize low wages by filling in for adults. Just as low-income women are overlooked in a personal choice model that dominates work and family debates, low-income girlhood remains missing from mainstream narratives about girls’ lives.\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.hartford.edu/directory/arts-science/freeman-amanda.aspx\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60197\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-800x1000.jpg\" alt=\"Amanda Freeman\" width=\"175\" height=\"219\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-1020x1275.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-1229x1536.jpg 1229w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman.jpg 1600w\" sizes=\"(max-width: 175px) 100vw, 175px\">Amanda Freeman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an assistant professor of sociology at the University of Hartford and a writer and researcher of motherhood and work.\u003c/span>\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cem>\u003ca style=\"color: #41a62a\" href=\"https://www.hartford.edu/directory/arts-science/freeman-amanda.aspx\">\u003cimg class=\"alignleft wp-image-60162\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Lisa-Dodson.jpeg\" alt=\"Lisa Dodson\" width=\"175\" height=\"233\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Lisa-Dodson.jpeg 675w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Lisa-Dodson-160x213.jpeg 160w\" sizes=\"(max-width: 175px) 100vw, 175px\">\u003c/a>\u003c/em>\u003cem>\u003ca href=\"https://www.linkedin.com/in/lisa-dodson-3b6a7059/\">\u003cspan style=\"font-weight: 400\">Lisa Dodson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is Research Professor Emerita at Boston College. She is the author of “The Moral Underground: How Ordinary Americans Subvert an Unfair Economy” and “Don't Call Us Out of Name: The Untold Lives of Women and Girls in Poor America.”\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"In “Getting Me Cheap: How Low-Wage Work Traps Women and Girls in Poverty,” researchers Amanda Freeman and Lisa Dodson describe how schools often fail to account for the family and labor demands placed on low-income students, especially girls.","status":"publish","parent":0,"modified":1669767728,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":1137},"headData":{"title":"How the realities of low-income girlhood are overlooked in schools and culture - MindShift","description":"School expectations often ignore the child care and labor responsibilities taken on by students from low-income families, especially girls.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How the realities of low-income girlhood are overlooked in schools and culture","datePublished":"2022-12-01T10:00:11.000Z","dateModified":"2022-11-30T00:22:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","path":"/mindshift/60118/how-the-realities-of-low-income-girlhood-are-overlooked-in-schools-and-culture","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Copyright © 2022 by Amanda Freeman and Lisa Dodson. This excerpt originally appeared in “\u003c/span>\u003ca href=\"https://thenewpress.com/books/getting-me-cheap\">\u003cspan style=\"font-weight: 400\">Getting Me Cheap: How Low-Wage Work Traps Women and Girls in Poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” published by The New Press. Reprinted here with permission.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a New York Times article, in November 2021, the journalists Eliza Shapiro and Gabriela Bhaskar \u003c/span>\u003ca href=\"https://www.nytimes.com/interactive/2021/11/22/nyregion/nyc-high-school-senior-covid.html\">\u003cspan style=\"font-weight: 400\">introduced readers to Genesis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a sophomore in a northern Manhattan high school whose family was from the Dominican Republic. Genesis was college focused, interested in architecture and thinking about spreading her wings as she looked ahead. But the pandemic upended the family’s rhythm. Over the six months documented by the journalists, Genesis not only had to transition to online learning for her junior year of high school, but she was responsible for overseeing her six-year-old sister Maia’s schooling. Their single mother worked two jobs, so Genesis had to get her little sister up, fed, and onto the computer. “The rest of the day would be spent toggling between her own assignments and monitoring Maia’s needs, which invariably won out.” As the months passed, she spent hours each day trying to help her sister learn to read. As she described her role, Genesis said, “I have to keep in mind that I’m not her mom, I’m her sister.” But she worried about how hard her mother struggles and, looking ahead, that it would be difficult to move away to college, far away from Maia and her hardworking mom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With some ups and downs, Genesis made it through high school buoyed by friends, family, and determination. Importantly, her story got told. The attention that comes with a substantive New York Times article exposed a long-ignored truth about girls’ lives in the United States. Yet, the demands and capabilities revealed in young Genesis’s daily life, while particular in detail and character, have been playing out throughout the nation for decades.\u003c/span>\u003c/p>\n\u003ch2>Unequal Girlhoods\u003c/h2>\n\u003cp>\u003ca href=\"https://sociology.sas.upenn.edu/people/annette-lareau\">\u003cspan style=\"font-weight: 400\">Annette Lareau\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s research draws out and explores differences in parenting approaches that reflect class and race in the United States. Children of the affluent are recipients of intensive parental attention, largely expressed through a wide array of enriching activities, counseling, sports, and other opportunities for individual cultivation. In sharp contrast, working-class children are expected to be self-sufficient and responsible for meeting basic milestones at school and in the world. \u003c/span>\u003ca href=\"https://twitter.com/clairecm\">\u003cspan style=\"font-weight: 400\">Claire Cain Miller\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has reported on research that shows parents of all different income levels aspire to this intensive ideal, setting up low-income parents to fail since they don’t have the time and resources to devote to endless carpools and activities. Moms talked to us about the guilt they felt when forced to take low-wage jobs and patch together care for their kids, which often fell apart. They were frequently leaving children in “self-care” and relying on teens and children, predominantly girls, to take care of even younger children. Lisa recorded a teen girl who, upon listening to other girls describe their routine family-care work, said, “It’s all true. It’s all similar. I am the oldest daughter too . . . living with my mom and my three siblings, so I had to play my father’s role, and I had to be the father. . . . And it was a big responsibility and it changed me a lot.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.wendyluttrell.org/\">\u003cspan style=\"font-weight: 400\">Wendy Luttrell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> points to the role of schools as reinforcing this classed framework. She examines how schooling is organized around an “illusion of the ‘care-free’ student.” Presumably, the ‘care-free’ parent is the female caregiver who is doing all the work behind the scenes. This model may in fact be the reality of wealthier children in the United States with some of the caregiving duties performed by hired help. But we heard how children face schooling expectations that largely ignore labor market pressures on their parents, pressures that configure family life beyond income poverty. Instability and uncertainty are absolutes for parents in millions of low-wage jobs. Freedom from daily care work and economic stress reflects the lives of affluent youth whose families can purchase all kinds of care and enrichment services, technology, and other options that free children to pursue self-cultivation. But for working-class and poor children, this kind of childhood is like another country, a far-off life. In the United States, childhood is a commodity reserved for those wealthy enough to buy it.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The contrast between growing up female in lower and higher-income America emerges in many arenas. Dan Kindlon, a clinical psychologist and lecturer at the Harvard School of Public Health, described his revelations about today’s “postfeminism” generation of young women, partly gleaned from coaching his daughter’s softball team. As he describes it, unlike their mothers, girls take for granted equal rights and even outperform boys in terms of grades, honors, graduation rates, and college graduation. Kindlon \u003c/span>\u003ca href=\"https://www.harvardmagazine.com/2008/01/girl-power.html\">\u003cspan style=\"font-weight: 400\">explained to Harvard Magazine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that as a result, these “alpha girls . . . are starting to make the psychological shift, the inner transformation, that Simone de Beauvoir predicted” in 1949. “‘Sooner or later [women] will arrive at complete economic and social equality, which will bring about an inner metamorphosis.’” What girls today are saying, adds Kindlon, is “I have flexibility that no other woman has ever had in history, or certainly not in any numbers, and I can play any role—‘Bring it on.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"size-full wp-image-60153 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/getting_me_cheap_final.jpg\" alt=\"Getting Me Cheap book cover\" width=\"240\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/getting_me_cheap_final.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/getting_me_cheap_final-160x240.jpg 160w\" sizes=\"(max-width: 240px) 100vw, 240px\">This representation of girls’ lives and their growing power resonates among largely white, higher-income families. But the girlhood we heard described is generally missing from popular campaigns for girls’ empowerment, for building feminist pathways into STEM careers, and for nurturing girls’ leadership skills. Many of the women who traced their biographies with us noted how deep family ties and brutal wage poverty were imprinted on them right from the start. The economy gets their moms’ work for cheap and, behind that, children subsidize low wages by filling in for adults. Just as low-income women are overlooked in a personal choice model that dominates work and family debates, low-income girlhood remains missing from mainstream narratives about girls’ lives.\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.hartford.edu/directory/arts-science/freeman-amanda.aspx\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60197\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-800x1000.jpg\" alt=\"Amanda Freeman\" width=\"175\" height=\"219\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-1020x1275.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman-1229x1536.jpg 1229w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Amanda-Freeman.jpg 1600w\" sizes=\"(max-width: 175px) 100vw, 175px\">Amanda Freeman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an assistant professor of sociology at the University of Hartford and a writer and researcher of motherhood and work.\u003c/span>\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cem>\u003ca style=\"color: #41a62a\" href=\"https://www.hartford.edu/directory/arts-science/freeman-amanda.aspx\">\u003cimg class=\"alignleft wp-image-60162\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Lisa-Dodson.jpeg\" alt=\"Lisa Dodson\" width=\"175\" height=\"233\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Lisa-Dodson.jpeg 675w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Lisa-Dodson-160x213.jpeg 160w\" sizes=\"(max-width: 175px) 100vw, 175px\">\u003c/a>\u003c/em>\u003cem>\u003ca href=\"https://www.linkedin.com/in/lisa-dodson-3b6a7059/\">\u003cspan style=\"font-weight: 400\">Lisa Dodson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is Research Professor Emerita at Boston College. She is the author of “The Moral Underground: How Ordinary Americans Subvert an Unfair Economy” and “Don't Call Us Out of Name: The Untold Lives of Women and Girls in Poor America.”\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60118/how-the-realities-of-low-income-girlhood-are-overlooked-in-schools-and-culture","authors":["4354"],"categories":["mindshift_21445","mindshift_21491"],"tags":["mindshift_21450","mindshift_21251","mindshift_20701","mindshift_21255","mindshift_20825","mindshift_20568","mindshift_21091","mindshift_21284","mindshift_21494"],"featImg":"mindshift_60410","label":"mindshift"},"mindshift_57211":{"type":"posts","id":"mindshift_57211","meta":{"index":"posts_1591205157","site":"mindshift","id":"57211","score":null,"sort":[1610353603000]},"guestAuthors":[],"slug":"ambitious-girl-reminds-kids-your-dreams-are-not-a-drawback","title":"'Ambitious Girl' Reminds Kids: Your Dreams Are Not A Drawback","publishDate":1610353603,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When now Vice-President-elect Kamala Harris was \"accused\" of being \"too ambitious\" on the campaign trail, it spurred her niece, activist and author Meena Harris, into action.\u003c/p>\n\u003cp>\"It really just stopped me in my tracks. ... I had had enough,\" Harris says.\u003c/p>\n\u003cp>So she wrote a children's book called \u003cem>Ambitious Girl, \u003c/em>in the hope that no young woman in the next generation would have her dreams characterized as a liability.\u003c/p>\n\u003cp>\"I was thinking about my kids ...\" Harris says. \"Like, are we still going to be doing this with my daughters? Telling them, you know: You can be ambitious but not \u003cem>too\u003c/em> ambitious. Stay in your lane. Stay in your little box.\"\u003c/p>\n\u003cp>The book, which is illustrated by Marissa Valdez, is a celebration of ambition. \"It was really about reclaiming that word, redefining it, reframing it for the next generation,\" Harris says.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>On what inspired her to write children's books\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Becoming a kids' book author is never what I imagined. It was never on my my bucket list. I'm sort of an accidental author. ... [I remember] reading the classics to my older daughter and wondering, you know, where the black children were. They were not represented on the pages of books. We would color the skin color in with a brown marker; often we would change pronouns from he, to she, to they.\u003c/p>\n\u003cp>And I saw, you know, firsthand ... this idea that you can't be what you can't see. ... Now [my daughter] says she wants to be a president and an astronaut when she grows up — and that is because she saw a family member running for president. It's because she read a book about [astronaut] Mae Jemison.\u003c/p>\n\u003cfigure id=\"attachment_57217\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-57217\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85-160x101.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85-768x483.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Meena Harris and Marissa Valdez/Little, Brown and Company Books for Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>On the idea that you should not let anyone else define you\u003c/strong>\u003c/p>\n\u003cp>\"Don't let anyone tell you who you are. You tell them who you are.\" ... That is actually something my grandmother used to say often to my aunt, my mom and to me. ... You are the only person who has power to define who you are — what your ambitions are and what your impact on the world will be. No one else should have the power to do that. And I think inherent in that is, again, claiming your ambition.\u003c/p>\n\u003cfigure id=\"attachment_57215\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-57215\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_custom-4143fbc1a6f980d9fb860e29c19d59f1ac2bea5e.jpg\" alt=\"\" width=\"200\" height=\"248\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_custom-4143fbc1a6f980d9fb860e29c19d59f1ac2bea5e.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_custom-4143fbc1a6f980d9fb860e29c19d59f1ac2bea5e-160x198.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Little, Brown and Company Books for Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>On daring to be the first\u003c/strong>\u003c/p>\n\u003cp>We need to continue to elect women leaders and to appoint women to positions of leadership ... My grandmother had another saying, which was: \"You may be the first to do many things, but make sure you're not the last.\" ... Daring to be the first woman elected to do something, or the first black woman to be elected is, by definition, ambitious. And it's also not only ... achieving representation, but in doing so, you know, people are not able to tell us: \"Oh, it can't be done — it's never been done, so it can't be done.\" It's about challenging the status quo.\u003c/p>\n\u003cp>\u003cstrong>On where she gets her creative spark\u003c/strong>\u003c/p>\n\u003cp>My grandmother was such an influential figure in my life. And when you say that \"spark,\" I mean, I immediately think of her. That's the life that she lived — just unapologetically her — and encouraged all of us to pursue our dreams in the same way.\u003c/p>\n\u003cp>I come from this family of social justice lawyers and I had these incredible role models. Right? But I was always encouraged to pursue my dreams — not to be corny — but that's how I was raised ... and I'm super thankful for that.\u003c/p>\n\u003cfigure id=\"attachment_57218\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-57218\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85-160x101.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85-768x483.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Meena Harris and Marissa Valdez/Little, Brown and Company Books for Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Kalyani Saxena and William Troop produced and edited this interview for broadcast. Beth Novey adapted it for the Web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Ambitious+Girl%27+Reminds+Kids%3A+Your+Dreams+Are+Not+A+Drawback&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"When now Vice President-elect Kamala Harris was \"accused\" of being \"too ambitious\" on the campaign trail, it spurred her niece, activist and author Meena Harris, into action.","status":"publish","parent":0,"modified":1610526821,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":660},"headData":{"title":"'Ambitious Girl' Reminds Kids: Your Dreams Are Not A Drawback - MindShift","description":"When now Vice President-elect Kamala Harris was "accused" of being "too ambitious" on the campaign trail, it spurred her niece, activist and author Meena Harris, into action.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"'Ambitious Girl' Reminds Kids: Your Dreams Are Not A Drawback","datePublished":"2021-01-11T08:26:43.000Z","dateModified":"2021-01-13T08:33:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57211 https://ww2.kqed.org/mindshift/?p=57211","disqusUrl":"https://ww2.kqed.org/mindshift/2021/01/11/ambitious-girl-reminds-kids-your-dreams-are-not-a-drawback/","disqusTitle":"'Ambitious Girl' Reminds Kids: Your Dreams Are Not A Drawback","nprImageCredit":"Meena Harris and Marissa Valdez","nprByline":"Michel Martin","nprImageAgency":"Little, Brown and Company Books for Young Readers","nprStoryId":"954750510","nprApiLink":"http://api.npr.org/query?id=954750510&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/01/09/954750510/ambitious-girl-reminds-kids-your-dreams-are-not-a-drawback?ft=nprml&f=954750510","nprRetrievedStory":"1","nprPubDate":"Sat, 09 Jan 2021 17:34:00 -0500","nprStoryDate":"Sat, 09 Jan 2021 17:18:00 -0500","nprLastModifiedDate":"Sat, 09 Jan 2021 17:32:47 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/01/20210109_atc_ambitious_girl_reminds_kids_your_dreams_are_not_a_drawback.mp3?orgId=1&topicId=1033&d=472&p=2&story=954750510&ft=nprml&f=954750510","nprAudioM3u":"http://api.npr.org/m3u/1955307525-15eee5.m3u?orgId=1&topicId=1033&d=472&p=2&story=954750510&ft=nprml&f=954750510","path":"/mindshift/57211/ambitious-girl-reminds-kids-your-dreams-are-not-a-drawback","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/01/20210109_atc_ambitious_girl_reminds_kids_your_dreams_are_not_a_drawback.mp3?orgId=1&topicId=1033&d=472&p=2&story=954750510&ft=nprml&f=954750510","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When now Vice-President-elect Kamala Harris was \"accused\" of being \"too ambitious\" on the campaign trail, it spurred her niece, activist and author Meena Harris, into action.\u003c/p>\n\u003cp>\"It really just stopped me in my tracks. ... I had had enough,\" Harris says.\u003c/p>\n\u003cp>So she wrote a children's book called \u003cem>Ambitious Girl, \u003c/em>in the hope that no young woman in the next generation would have her dreams characterized as a liability.\u003c/p>\n\u003cp>\"I was thinking about my kids ...\" Harris says. \"Like, are we still going to be doing this with my daughters? Telling them, you know: You can be ambitious but not \u003cem>too\u003c/em> ambitious. Stay in your lane. Stay in your little box.\"\u003c/p>\n\u003cp>The book, which is illustrated by Marissa Valdez, is a celebration of ambition. \"It was really about reclaiming that word, redefining it, reframing it for the next generation,\" Harris says.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>On what inspired her to write children's books\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Becoming a kids' book author is never what I imagined. It was never on my my bucket list. I'm sort of an accidental author. ... [I remember] reading the classics to my older daughter and wondering, you know, where the black children were. They were not represented on the pages of books. We would color the skin color in with a brown marker; often we would change pronouns from he, to she, to they.\u003c/p>\n\u003cp>And I saw, you know, firsthand ... this idea that you can't be what you can't see. ... Now [my daughter] says she wants to be a president and an astronaut when she grows up — and that is because she saw a family member running for president. It's because she read a book about [astronaut] Mae Jemison.\u003c/p>\n\u003cfigure id=\"attachment_57217\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-57217\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85-160x101.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85-768x483.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Meena Harris and Marissa Valdez/Little, Brown and Company Books for Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>On the idea that you should not let anyone else define you\u003c/strong>\u003c/p>\n\u003cp>\"Don't let anyone tell you who you are. You tell them who you are.\" ... That is actually something my grandmother used to say often to my aunt, my mom and to me. ... You are the only person who has power to define who you are — what your ambitions are and what your impact on the world will be. No one else should have the power to do that. And I think inherent in that is, again, claiming your ambition.\u003c/p>\n\u003cfigure id=\"attachment_57215\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-57215\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_custom-4143fbc1a6f980d9fb860e29c19d59f1ac2bea5e.jpg\" alt=\"\" width=\"200\" height=\"248\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_custom-4143fbc1a6f980d9fb860e29c19d59f1ac2bea5e.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_custom-4143fbc1a6f980d9fb860e29c19d59f1ac2bea5e-160x198.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Little, Brown and Company Books for Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>On daring to be the first\u003c/strong>\u003c/p>\n\u003cp>We need to continue to elect women leaders and to appoint women to positions of leadership ... My grandmother had another saying, which was: \"You may be the first to do many things, but make sure you're not the last.\" ... Daring to be the first woman elected to do something, or the first black woman to be elected is, by definition, ambitious. And it's also not only ... achieving representation, but in doing so, you know, people are not able to tell us: \"Oh, it can't be done — it's never been done, so it can't be done.\" It's about challenging the status quo.\u003c/p>\n\u003cp>\u003cstrong>On where she gets her creative spark\u003c/strong>\u003c/p>\n\u003cp>My grandmother was such an influential figure in my life. And when you say that \"spark,\" I mean, I immediately think of her. That's the life that she lived — just unapologetically her — and encouraged all of us to pursue our dreams in the same way.\u003c/p>\n\u003cp>I come from this family of social justice lawyers and I had these incredible role models. Right? But I was always encouraged to pursue my dreams — not to be corny — but that's how I was raised ... and I'm super thankful for that.\u003c/p>\n\u003cfigure id=\"attachment_57218\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-57218\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85-160x101.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85-768x483.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Meena Harris and Marissa Valdez/Little, Brown and Company Books for Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Kalyani Saxena and William Troop produced and edited this interview for broadcast. Beth Novey adapted it for the Web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Ambitious+Girl%27+Reminds+Kids%3A+Your+Dreams+Are+Not+A+Drawback&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57211/ambitious-girl-reminds-kids-your-dreams-are-not-a-drawback","authors":["byline_mindshift_57211"],"categories":["mindshift_20827"],"tags":["mindshift_20701","mindshift_20825","mindshift_47"],"featImg":"mindshift_57219","label":"mindshift"},"mindshift_55927":{"type":"posts","id":"mindshift_55927","meta":{"index":"posts_1591205157","site":"mindshift","id":"55927","score":null,"sort":[1589556705000]},"guestAuthors":[],"slug":"in-she-ra-and-the-princesses-of-power-true-strength-is-in-being-yourself","title":"In 'She-Ra And The Princesses Of Power,' True Strength Is In Being Yourself","publishDate":1589556705,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Showrunner Noelle Stevenson has always been a fan of science fiction and fantasy. As a kid, she loved it all: the epic space battles, the magic, the quests that seemed larger than life.\u003c/p>\n\u003cp>But there was a problem with her favorite childhood stories, like \u003cem>Star Wars\u003c/em> and \u003cem>The Lord of The Rings \u003c/em>series. \"I never quite saw myself reflected in them,\" Stevenson says, \"certainly not at the heart of the story.\"\u003c/p>\n\u003cp>There weren't a lot of women.\u003c/p>\n\u003cp>Of course, there's interstellar rebel Princess Leia and Nazgûl-slaying Éowyn. But Stevenson wanted a female version of Luke Skywalker and a terror-inducing femme Lord Sauron.\u003c/p>\n\u003cp>So when she started writing stories of her own, she made sure kids like her felt seen, in more ways than one.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I know I'm not the only one that my first-ever crush on a female character was Velma from \u003cem>Scooby Doo\u003c/em>,\" Stevenson says. \"I think it's important to know that this is an OK way to be. You don't have to hide.\"\u003c/p>\n\u003cp>Stevenson began her career as a comic writer and illustrator. In 2015, her graphic novel \u003cem>Nimona\u003c/em> was a \u003ca href=\"https://www.nationalbook.org/books/nimona/\">National Book Awards finalist\u003c/a> and her series \u003cem>Lumberjanes \u003c/em>won \u003ca href=\"https://www.latimes.com/entertainment/herocomplex/la-et-hc-comic-con-eisner-awards-lumberjanes-saga-20150712-story.html\">two Eisner Awards\u003c/a>.\u003c/p>\n\u003cp>When Netflix and DreamWorks wanted to reboot \u003cem>She-Ra: Princess of Power —\u003c/em> an epic showdown between magical princesses and an evil alien invader — Stevenson was all in.\u003c/p>\n\u003cp>She kept much of the original show's action and adventure — like the original, the reboot takes place on the planet Etheria, and one of the princesses who is trying to stop the evil Horde army from taking over is named Adora.\u003c/p>\n\u003cp>She grew up behind enemy lines, taken from her home by the Horde and raised as a soldier. But eventually, Adora realizes the atrocities the Horde has committed against the Etherians and leaves to join the rebellion — and she quickly finds a magical sword that transforms her into a giant warrior princess named She-Ra.\u003c/p>\n\u003cp>Stevenson did make one small but important change to the show: Its name. The Netflix and DreamWorks version is \u003cem>She-Ra and the PRINCESSES of Power\u003c/em>. All the princesses are important.\u003c/p>\n\u003cp>She also gathered an all-female writing staff to update this team of powerful women. In the original show, the princesses are white, skinny and presumably straight. The new rebellion includes women of color. They're women in all different shapes and sizes. And there are women who love other women.\u003c/p>\n\u003cp>Princess Weekes is an assistant editor at \u003ca href=\"https://www.themarysue.com/author/princess-weekes/\">The Mary Sue\u003c/a>, a website that covers the intersection of women and fandom. She's been writing about the \u003cem>She-Ra\u003c/em> reboot since the beginning.\u003c/p>\n\u003cp>Weekes says that because the team behind \u003cem>She-Ra\u003c/em> is made up of LGBTQ people, the stories on the show give genuine representation of queer life for kids.\u003c/p>\n\u003cp>\"You allow queerness for young kids to be just normalized in general,\" Weekes says. \"What I think Noelle Stevenson and the entire \u003cem>She-Ra\u003c/em> team has done is create a society and place where characters can exist, but their biggest problem isn't that they're gay.\"\u003c/p>\n\u003cp>One of the many LGBTQ artists on the \u003cem>She-Ra\u003c/em> team is Jacob Tobia. They're the voice of \u003cem>She-Ra\u003c/em>'s non-binary character, Double Trouble.\u003c/p>\n\u003cfigure id=\"attachment_55929\" class=\"wp-caption alignnone\" style=\"max-width: 1713px\">\u003cimg class=\"size-full wp-image-55929\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/double-trouble-1-46af929607218a74ff6d609af5fcfc7f417ce11b.jpg\" alt=\"\" width=\"1713\" height=\"1284\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/double-trouble-1-46af929607218a74ff6d609af5fcfc7f417ce11b.jpg 1713w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/double-trouble-1-46af929607218a74ff6d609af5fcfc7f417ce11b-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/double-trouble-1-46af929607218a74ff6d609af5fcfc7f417ce11b-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/double-trouble-1-46af929607218a74ff6d609af5fcfc7f417ce11b-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/double-trouble-1-46af929607218a74ff6d609af5fcfc7f417ce11b-1020x765.jpg 1020w\" sizes=\"(max-width: 1713px) 100vw, 1713px\">\u003cfigcaption class=\"wp-caption-text\">Double Trouble is a non-binary, shape-shifting mercenary, who is voiced by actor Jacob Tobia. \u003ccite>(DreamWorks/Netflix)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Double Trouble uses their power of shapeshifting to transform into any character on the show, and they cause chaos on both sides — the Horde and the rebellion. Tobia says Double Trouble's ability to create conflict without squarely fitting into a box of good or evil shows how dynamic the character is.\u003c/p>\n\u003cp>\"They inhabit a complicated moral tapestry,\" Tobia says. \"That's what having access to full personhood looks like, is being able to play characters that aren't just there to be the moral of the story, but are there to advance the story, to escalate conflict and just cause trouble.\"\u003c/p>\n\u003cp>\u003cem>She-Ra and the Princesses of Power\u003c/em> is far from the first children's show with LGBTQ representation. There's decades of history with queer characters and story lines present. But for a long time, it had to be subtle.\u003c/p>\n\u003cp>\"It's not accidental that every gay person I know loved \u003cem>Sailor Moon\u003c/em> growing up,\" Tobia says. \"It's because there was embedded in the story a transformation narrative for each of the characters. You went from the clothes you had to wear to school, to then getting your magical uniform that gave you your special powers that was shiny, and sparkly and cute.\"\u003c/p>\n\u003cp>Tobia says as a gender nonconforming kid, shows like \u003cem>Sailor Moon\u003c/em> and now \u003cem>She-Ra\u003c/em> tell children that they're most powerful being their true selves.\u003c/p>\n\u003cp>What's important now is that \u003cem>She-Ra and the Princesses of Power\u003c/em> — as well as shows like \u003ca href=\"https://www.npr.org/2018/07/13/628885509/the-mind-behind-americas-most-empathetic-cartoon\">Steven Universe\u003c/a> and \u003cem>Craig of the Creek\u003c/em> — can take these same LGBTQ stories and put them out in the open, showing kids that being queer is an option.\u003c/p>\n\u003cp>Mey Rude is a journalist and a consultant for writing transgender characters in entertainment. She worked with Stevenson, in fact, on the \u003ca href=\"https://www.autostraddle.com/lumberjanes-issue-17-continues-positive-representation-as-jo-talks-about-being-trans-303008/\">coming-out story of a trans character\u003c/a> in the comic series \u003cem>Lumberjanes.\u003c/em>\u003c/p>\n\u003cp>\"It's like 'Oh, I can be this,' \" Rude says. \"I didn't know before that I could act this way — that I could love this way, that I could dress this way — and have a loving family and friends. Shows like \u003cem>She-Ra\u003c/em> show you that you can be.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was edited for radio by Ted Robbins and adapted for the web by Victoria Whitley-Berry and Petra Mayer\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+%27She-Ra+And+The+Princesses+Of+Power%2C%27+True+Strength+Is+In+Being+Yourself&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Netflix and DreamWorks Animation have rebooted the classic 1980s cartoon \u003cem>She-Ra: Princess of Power.\u003c/em> The new version updates characters from the old show to reflect a more diverse audience for kids.","status":"publish","parent":0,"modified":1589556705,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":969},"headData":{"title":"In 'She-Ra And The Princesses Of Power,' True Strength Is In Being Yourself | KQED","description":"Netflix and DreamWorks Animation have rebooted the classic 1980s cartoon She-Ra: Princess of Power. The new version updates characters from the old show to reflect a more diverse audience for kids.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"In 'She-Ra And The Princesses Of Power,' True Strength Is In Being Yourself","datePublished":"2020-05-15T15:31:45.000Z","dateModified":"2020-05-15T15:31:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55927 https://ww2.kqed.org/mindshift/?p=55927","disqusUrl":"https://ww2.kqed.org/mindshift/2020/05/15/in-she-ra-and-the-princesses-of-power-true-strength-is-in-being-yourself/","disqusTitle":"In 'She-Ra And The Princesses Of Power,' True Strength Is In Being Yourself","nprByline":"Victoria Whitley-Berry","nprImageAgency":"DreamWorks/Netflix","nprStoryId":"854610573","nprApiLink":"http://api.npr.org/query?id=854610573&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/05/15/854610573/in-she-ra-and-the-princesses-of-power-true-strength-is-in-being-yourself?ft=nprml&f=854610573","nprRetrievedStory":"1","nprPubDate":"Fri, 15 May 2020 09:40:00 -0400","nprStoryDate":"Fri, 15 May 2020 05:03:00 -0400","nprLastModifiedDate":"Fri, 15 May 2020 09:40:15 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2020/05/20200515_me_in_she-ra_and_the_princesses_of_power_true_strength_is_in_being_yourself.mp3?orgId=1&topicId=1138&d=219&p=3&story=854610573&ft=nprml&f=854610573","nprAudioM3u":"http://api.npr.org/m3u/1856594282-b0c4f2.m3u?orgId=1&topicId=1138&d=219&p=3&story=854610573&ft=nprml&f=854610573","path":"/mindshift/55927/in-she-ra-and-the-princesses-of-power-true-strength-is-in-being-yourself","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2020/05/20200515_me_in_she-ra_and_the_princesses_of_power_true_strength_is_in_being_yourself.mp3?orgId=1&topicId=1138&d=219&p=3&story=854610573&ft=nprml&f=854610573","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Showrunner Noelle Stevenson has always been a fan of science fiction and fantasy. As a kid, she loved it all: the epic space battles, the magic, the quests that seemed larger than life.\u003c/p>\n\u003cp>But there was a problem with her favorite childhood stories, like \u003cem>Star Wars\u003c/em> and \u003cem>The Lord of The Rings \u003c/em>series. \"I never quite saw myself reflected in them,\" Stevenson says, \"certainly not at the heart of the story.\"\u003c/p>\n\u003cp>There weren't a lot of women.\u003c/p>\n\u003cp>Of course, there's interstellar rebel Princess Leia and Nazgûl-slaying Éowyn. But Stevenson wanted a female version of Luke Skywalker and a terror-inducing femme Lord Sauron.\u003c/p>\n\u003cp>So when she started writing stories of her own, she made sure kids like her felt seen, in more ways than one.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I know I'm not the only one that my first-ever crush on a female character was Velma from \u003cem>Scooby Doo\u003c/em>,\" Stevenson says. \"I think it's important to know that this is an OK way to be. You don't have to hide.\"\u003c/p>\n\u003cp>Stevenson began her career as a comic writer and illustrator. In 2015, her graphic novel \u003cem>Nimona\u003c/em> was a \u003ca href=\"https://www.nationalbook.org/books/nimona/\">National Book Awards finalist\u003c/a> and her series \u003cem>Lumberjanes \u003c/em>won \u003ca href=\"https://www.latimes.com/entertainment/herocomplex/la-et-hc-comic-con-eisner-awards-lumberjanes-saga-20150712-story.html\">two Eisner Awards\u003c/a>.\u003c/p>\n\u003cp>When Netflix and DreamWorks wanted to reboot \u003cem>She-Ra: Princess of Power —\u003c/em> an epic showdown between magical princesses and an evil alien invader — Stevenson was all in.\u003c/p>\n\u003cp>She kept much of the original show's action and adventure — like the original, the reboot takes place on the planet Etheria, and one of the princesses who is trying to stop the evil Horde army from taking over is named Adora.\u003c/p>\n\u003cp>She grew up behind enemy lines, taken from her home by the Horde and raised as a soldier. But eventually, Adora realizes the atrocities the Horde has committed against the Etherians and leaves to join the rebellion — and she quickly finds a magical sword that transforms her into a giant warrior princess named She-Ra.\u003c/p>\n\u003cp>Stevenson did make one small but important change to the show: Its name. The Netflix and DreamWorks version is \u003cem>She-Ra and the PRINCESSES of Power\u003c/em>. All the princesses are important.\u003c/p>\n\u003cp>She also gathered an all-female writing staff to update this team of powerful women. In the original show, the princesses are white, skinny and presumably straight. The new rebellion includes women of color. They're women in all different shapes and sizes. And there are women who love other women.\u003c/p>\n\u003cp>Princess Weekes is an assistant editor at \u003ca href=\"https://www.themarysue.com/author/princess-weekes/\">The Mary Sue\u003c/a>, a website that covers the intersection of women and fandom. She's been writing about the \u003cem>She-Ra\u003c/em> reboot since the beginning.\u003c/p>\n\u003cp>Weekes says that because the team behind \u003cem>She-Ra\u003c/em> is made up of LGBTQ people, the stories on the show give genuine representation of queer life for kids.\u003c/p>\n\u003cp>\"You allow queerness for young kids to be just normalized in general,\" Weekes says. \"What I think Noelle Stevenson and the entire \u003cem>She-Ra\u003c/em> team has done is create a society and place where characters can exist, but their biggest problem isn't that they're gay.\"\u003c/p>\n\u003cp>One of the many LGBTQ artists on the \u003cem>She-Ra\u003c/em> team is Jacob Tobia. They're the voice of \u003cem>She-Ra\u003c/em>'s non-binary character, Double Trouble.\u003c/p>\n\u003cfigure id=\"attachment_55929\" class=\"wp-caption alignnone\" style=\"max-width: 1713px\">\u003cimg class=\"size-full wp-image-55929\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/double-trouble-1-46af929607218a74ff6d609af5fcfc7f417ce11b.jpg\" alt=\"\" width=\"1713\" height=\"1284\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/double-trouble-1-46af929607218a74ff6d609af5fcfc7f417ce11b.jpg 1713w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/double-trouble-1-46af929607218a74ff6d609af5fcfc7f417ce11b-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/double-trouble-1-46af929607218a74ff6d609af5fcfc7f417ce11b-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/double-trouble-1-46af929607218a74ff6d609af5fcfc7f417ce11b-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/double-trouble-1-46af929607218a74ff6d609af5fcfc7f417ce11b-1020x765.jpg 1020w\" sizes=\"(max-width: 1713px) 100vw, 1713px\">\u003cfigcaption class=\"wp-caption-text\">Double Trouble is a non-binary, shape-shifting mercenary, who is voiced by actor Jacob Tobia. \u003ccite>(DreamWorks/Netflix)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Double Trouble uses their power of shapeshifting to transform into any character on the show, and they cause chaos on both sides — the Horde and the rebellion. Tobia says Double Trouble's ability to create conflict without squarely fitting into a box of good or evil shows how dynamic the character is.\u003c/p>\n\u003cp>\"They inhabit a complicated moral tapestry,\" Tobia says. \"That's what having access to full personhood looks like, is being able to play characters that aren't just there to be the moral of the story, but are there to advance the story, to escalate conflict and just cause trouble.\"\u003c/p>\n\u003cp>\u003cem>She-Ra and the Princesses of Power\u003c/em> is far from the first children's show with LGBTQ representation. There's decades of history with queer characters and story lines present. But for a long time, it had to be subtle.\u003c/p>\n\u003cp>\"It's not accidental that every gay person I know loved \u003cem>Sailor Moon\u003c/em> growing up,\" Tobia says. \"It's because there was embedded in the story a transformation narrative for each of the characters. You went from the clothes you had to wear to school, to then getting your magical uniform that gave you your special powers that was shiny, and sparkly and cute.\"\u003c/p>\n\u003cp>Tobia says as a gender nonconforming kid, shows like \u003cem>Sailor Moon\u003c/em> and now \u003cem>She-Ra\u003c/em> tell children that they're most powerful being their true selves.\u003c/p>\n\u003cp>What's important now is that \u003cem>She-Ra and the Princesses of Power\u003c/em> — as well as shows like \u003ca href=\"https://www.npr.org/2018/07/13/628885509/the-mind-behind-americas-most-empathetic-cartoon\">Steven Universe\u003c/a> and \u003cem>Craig of the Creek\u003c/em> — can take these same LGBTQ stories and put them out in the open, showing kids that being queer is an option.\u003c/p>\n\u003cp>Mey Rude is a journalist and a consultant for writing transgender characters in entertainment. She worked with Stevenson, in fact, on the \u003ca href=\"https://www.autostraddle.com/lumberjanes-issue-17-continues-positive-representation-as-jo-talks-about-being-trans-303008/\">coming-out story of a trans character\u003c/a> in the comic series \u003cem>Lumberjanes.\u003c/em>\u003c/p>\n\u003cp>\"It's like 'Oh, I can be this,' \" Rude says. \"I didn't know before that I could act this way — that I could love this way, that I could dress this way — and have a loving family and friends. Shows like \u003cem>She-Ra\u003c/em> show you that you can be.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was edited for radio by Ted Robbins and adapted for the web by Victoria Whitley-Berry and Petra Mayer\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+%27She-Ra+And+The+Princesses+Of+Power%2C%27+True+Strength+Is+In+Being+Yourself&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55927/in-she-ra-and-the-princesses-of-power-true-strength-is-in-being-yourself","authors":["byline_mindshift_55927"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_21255","mindshift_21304","mindshift_20825","mindshift_21339"],"featImg":"mindshift_55928","label":"mindshift"},"mindshift_54781":{"type":"posts","id":"mindshift_54781","meta":{"index":"posts_1591205157","site":"mindshift","id":"54781","score":null,"sort":[1573237994000]},"guestAuthors":[],"slug":"math-looks-the-same-in-the-brains-of-boys-and-girls-study-finds","title":"Math Looks The Same In The Brains Of Boys And Girls, Study Finds","publishDate":1573237994,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>There's new evidence that girls start out with the same math abilities as boys.\u003c/p>\n\u003cp>A study of 104 children from ages 3 to 10 found similar patterns of brain activity in boys and girls as they engaged in basic math tasks, researchers reported Friday in the journal \u003cem>Science of Learning\u003c/em>.\u003c/p>\n\u003cp>\"They are indistinguishable,\" says \u003ca href=\"https://www.cmu.edu/dietrich/psychology/people/core-training-faculty/cantlon-jessica.html\">Jessica Cantlon\u003c/a>, an author of the study and professor of developmental neuroscience at Carnegie Mellon University.\u003c/p>\n\u003cp>The finding challenges the \u003ca href=\"https://www.researchgate.net/publication/264047238_Women_Men_and_the_Sciences\">idea\u003c/a> that more boys than girls end up in STEM fields (science, technology, engineering and mathematics) because they are inherently better at the sort of thinking those fields require. It also backs other \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3057475/\">studies\u003c/a> that found similar math abilities in males and females early in life.\u003c/p>\n\u003cp>\"The results of this study are not too surprising because typically we don't see sex differences at the ages assessed in this study or for the types of math tasks they did, which were fairly simple,\" says \u003ca href=\"https://psychology.missouri.edu/people/geary\">David Geary\u003c/a>, a psychologist and curators' distinguished professor at the University of Missouri who was not involved in the research.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But there is evidence of sex differences in some exceptional older students, Geary says.\u003c/p>\n\u003cp>For example, boys outnumber girls by about 3 to 1 when researchers identify adolescents who achieve \"very, very high-end performance in mathematics,\" Geary says, adding that scientists are still trying to understand why that gap exists.\u003c/p>\n\u003cp>The new study came from \u003ca href=\"https://www.nature.com/articles/s41539-018-0028-7\">earlier research\u003c/a> by Cantlon that found boys and girls as old as 8 had similar abilities when it came to perceiving numbers and grasping elementary mathematics concepts.\u003c/p>\n\u003cp>That research showed how kids behaved, but not what was going on in their brains, Cantlon says.\u003c/p>\n\u003cp>So she and a team of scientists studied children as they engaged in math tasks while lying in a magnetic resonance scanner that monitored activity throughout the brain. The children watched an educational video that included clips from \u003cem>Sesame Street\u003c/em> and covered math topics such as counting and addition as well as reading topics for comparison.\u003c/p>\n\u003cfigure id=\"attachment_54783\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54783\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/11/cantlon_custom-e1fa47d83872186a579353f77f5e8c537f69c55e-e1573237910932.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Carnegie Mellon University neuroscientist Jessica Cantlon explains a math game to a participant. \u003ccite>(Carnegie Mellon University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The researchers found that in kids, just like adults, math activities create a lot of activity in the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/27566976\">intraparietal sulcus\u003c/a>, a brain area involved in estimating the number of objects in a group, processing number words, and performing addition and subtraction.\u003c/p>\n\u003cp>And that activity was remarkably similar in boys and girls, Cantlon says. In fact, \"you can't tell one group from the other,\" she says.\u003c/p>\n\u003cp>The researchers also found that boys and girls were equally engaged in watching the video and that brain maturity did not vary by gender. (The new study refers to gender rather than sex because researchers relied on parents' reports of a child's gender rather than chromosome tests.)\u003c/p>\n\u003cp>Finally, a standardized test of mathematics ability found no difference between boys and girls.\u003c/p>\n\u003cp>So why are fields like mathematics and computer science so dominated by men?\u003c/p>\n\u003cp>Cantlon suspects the answer involves the societal messages girls and young women get, and the difficulty of entering a field that includes very few women. \"You can look at ratios of women and men participating in different activities and you can get the hint,\" she says.\u003c/p>\n\u003cp>But Geary says an international \u003ca href=\"https://journals.sagepub.com/doi/10.1177/0956797617741719\">study\u003c/a> he did with \u003ca href=\"https://journals.sagepub.com/action/doSearch?target=default&ContribAuthorStored=Stoet%2C+Gijsbert\">Gijsbert Stoet\u003c/a> at the University of Essex suggests a different explanation.\u003c/p>\n\u003cp>Using an international database on adolescent achievement in science, mathematics and reading, they found that in two-thirds of all countries, female students performed at least as well as males in science.\u003c/p>\n\u003cp>Yet paradoxically, females in wealthier countries with more gender equality, including the U.S., were less likely than females in other countries to get degrees in fields such as math and computer science.\u003c/p>\n\u003cp>Geary thinks the reason may be that women in these countries are under less pressure to choose a field that promises an economic payback and have more freedom to pursue what interests them most.\u003c/p>\n\u003cp>Also, males may be more likely to choose science because they are \u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Famp0000356\">less likely than females\u003c/a> to have strong reading, writing and language skills, Geary says.\u003c/p>\n\u003cp>A \u003ca href=\"https://cepa.stanford.edu/sites/default/files/wp18-13-v201806_0.pdf\">study\u003c/a> of gender achievement gaps in U.S. schools found that the gaps varied widely depending on whether the school was in a wealthy area.\u003c/p>\n\u003cp>When all school districts are pooled together, \"there isn't really a gender achievement gap in math, but there is in reading,\" says \u003ca href=\"https://www.stjohns.edu/academics/faculty/erin-m-fahle\">Erin Fahle\u003c/a>, an assistant professor at St. John's University and an author of the gender gap study. Males were about two-thirds of an academic year behind females, she says.\u003c/p>\n\u003cp>But when the researchers focused on more affluent school districts, \"boys tended to do better than girls in math,\" Fahle says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That research, along with the new study, makes a compelling case that factors other than biological differences explain why girls are less likely to pursue degrees and jobs in math and science, she says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Math+Looks+The+Same+In+The+Brains+Of+Boys+And+Girls%2C+Study+Finds&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Brain scans of 104 boys and girls doing basic math tasks found no gender differences. The finding adds to the evidence that boys and girls start out with equal ability in math.","status":"publish","parent":0,"modified":1573238157,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":831},"headData":{"title":"Math Looks The Same In The Brains Of Boys And Girls, Study Finds | KQED","description":"Brain scans of 104 boys and girls doing basic math tasks found no gender differences. The finding adds to the evidence that boys and girls start out with equal ability in math.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Math Looks The Same In The Brains Of Boys And Girls, Study Finds","datePublished":"2019-11-08T18:33:14.000Z","dateModified":"2019-11-08T18:35:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54781 https://ww2.kqed.org/mindshift/?p=54781","disqusUrl":"https://ww2.kqed.org/mindshift/2019/11/08/math-looks-the-same-in-the-brains-of-boys-and-girls-study-finds/","disqusTitle":"Math Looks The Same In The Brains Of Boys And Girls, Study Finds","nprImageCredit":"John McDonnell","nprByline":"Jon Hamilton","nprImageAgency":"The Washington Post/Getty Images","nprStoryId":"777187543","nprApiLink":"http://api.npr.org/query?id=777187543&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2019/11/08/777187543/math-looks-the-same-in-the-brains-of-boys-and-girls-study-finds?ft=nprml&f=777187543","nprRetrievedStory":"1","nprPubDate":"Fri, 08 Nov 2019 08:44:00 -0500","nprStoryDate":"Fri, 08 Nov 2019 05:01:02 -0500","nprLastModifiedDate":"Fri, 08 Nov 2019 08:44:44 -0500","path":"/mindshift/54781/math-looks-the-same-in-the-brains-of-boys-and-girls-study-finds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There's new evidence that girls start out with the same math abilities as boys.\u003c/p>\n\u003cp>A study of 104 children from ages 3 to 10 found similar patterns of brain activity in boys and girls as they engaged in basic math tasks, researchers reported Friday in the journal \u003cem>Science of Learning\u003c/em>.\u003c/p>\n\u003cp>\"They are indistinguishable,\" says \u003ca href=\"https://www.cmu.edu/dietrich/psychology/people/core-training-faculty/cantlon-jessica.html\">Jessica Cantlon\u003c/a>, an author of the study and professor of developmental neuroscience at Carnegie Mellon University.\u003c/p>\n\u003cp>The finding challenges the \u003ca href=\"https://www.researchgate.net/publication/264047238_Women_Men_and_the_Sciences\">idea\u003c/a> that more boys than girls end up in STEM fields (science, technology, engineering and mathematics) because they are inherently better at the sort of thinking those fields require. It also backs other \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3057475/\">studies\u003c/a> that found similar math abilities in males and females early in life.\u003c/p>\n\u003cp>\"The results of this study are not too surprising because typically we don't see sex differences at the ages assessed in this study or for the types of math tasks they did, which were fairly simple,\" says \u003ca href=\"https://psychology.missouri.edu/people/geary\">David Geary\u003c/a>, a psychologist and curators' distinguished professor at the University of Missouri who was not involved in the research.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But there is evidence of sex differences in some exceptional older students, Geary says.\u003c/p>\n\u003cp>For example, boys outnumber girls by about 3 to 1 when researchers identify adolescents who achieve \"very, very high-end performance in mathematics,\" Geary says, adding that scientists are still trying to understand why that gap exists.\u003c/p>\n\u003cp>The new study came from \u003ca href=\"https://www.nature.com/articles/s41539-018-0028-7\">earlier research\u003c/a> by Cantlon that found boys and girls as old as 8 had similar abilities when it came to perceiving numbers and grasping elementary mathematics concepts.\u003c/p>\n\u003cp>That research showed how kids behaved, but not what was going on in their brains, Cantlon says.\u003c/p>\n\u003cp>So she and a team of scientists studied children as they engaged in math tasks while lying in a magnetic resonance scanner that monitored activity throughout the brain. The children watched an educational video that included clips from \u003cem>Sesame Street\u003c/em> and covered math topics such as counting and addition as well as reading topics for comparison.\u003c/p>\n\u003cfigure id=\"attachment_54783\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54783\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/11/cantlon_custom-e1fa47d83872186a579353f77f5e8c537f69c55e-e1573237910932.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Carnegie Mellon University neuroscientist Jessica Cantlon explains a math game to a participant. \u003ccite>(Carnegie Mellon University)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The researchers found that in kids, just like adults, math activities create a lot of activity in the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/27566976\">intraparietal sulcus\u003c/a>, a brain area involved in estimating the number of objects in a group, processing number words, and performing addition and subtraction.\u003c/p>\n\u003cp>And that activity was remarkably similar in boys and girls, Cantlon says. In fact, \"you can't tell one group from the other,\" she says.\u003c/p>\n\u003cp>The researchers also found that boys and girls were equally engaged in watching the video and that brain maturity did not vary by gender. (The new study refers to gender rather than sex because researchers relied on parents' reports of a child's gender rather than chromosome tests.)\u003c/p>\n\u003cp>Finally, a standardized test of mathematics ability found no difference between boys and girls.\u003c/p>\n\u003cp>So why are fields like mathematics and computer science so dominated by men?\u003c/p>\n\u003cp>Cantlon suspects the answer involves the societal messages girls and young women get, and the difficulty of entering a field that includes very few women. \"You can look at ratios of women and men participating in different activities and you can get the hint,\" she says.\u003c/p>\n\u003cp>But Geary says an international \u003ca href=\"https://journals.sagepub.com/doi/10.1177/0956797617741719\">study\u003c/a> he did with \u003ca href=\"https://journals.sagepub.com/action/doSearch?target=default&ContribAuthorStored=Stoet%2C+Gijsbert\">Gijsbert Stoet\u003c/a> at the University of Essex suggests a different explanation.\u003c/p>\n\u003cp>Using an international database on adolescent achievement in science, mathematics and reading, they found that in two-thirds of all countries, female students performed at least as well as males in science.\u003c/p>\n\u003cp>Yet paradoxically, females in wealthier countries with more gender equality, including the U.S., were less likely than females in other countries to get degrees in fields such as math and computer science.\u003c/p>\n\u003cp>Geary thinks the reason may be that women in these countries are under less pressure to choose a field that promises an economic payback and have more freedom to pursue what interests them most.\u003c/p>\n\u003cp>Also, males may be more likely to choose science because they are \u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Famp0000356\">less likely than females\u003c/a> to have strong reading, writing and language skills, Geary says.\u003c/p>\n\u003cp>A \u003ca href=\"https://cepa.stanford.edu/sites/default/files/wp18-13-v201806_0.pdf\">study\u003c/a> of gender achievement gaps in U.S. schools found that the gaps varied widely depending on whether the school was in a wealthy area.\u003c/p>\n\u003cp>When all school districts are pooled together, \"there isn't really a gender achievement gap in math, but there is in reading,\" says \u003ca href=\"https://www.stjohns.edu/academics/faculty/erin-m-fahle\">Erin Fahle\u003c/a>, an assistant professor at St. John's University and an author of the gender gap study. Males were about two-thirds of an academic year behind females, she says.\u003c/p>\n\u003cp>But when the researchers focused on more affluent school districts, \"boys tended to do better than girls in math,\" Fahle says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That research, along with the new study, makes a compelling case that factors other than biological differences explain why girls are less likely to pursue degrees and jobs in math and science, she says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Math+Looks+The+Same+In+The+Brains+Of+Boys+And+Girls%2C+Study+Finds&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54781/math-looks-the-same-in-the-brains-of-boys-and-girls-study-finds","authors":["byline_mindshift_54781"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_21304","mindshift_20825","mindshift_392","mindshift_20893","mindshift_391"],"featImg":"mindshift_54782","label":"mindshift"},"mindshift_54389":{"type":"posts","id":"mindshift_54389","meta":{"index":"posts_1591205157","site":"mindshift","id":"54389","score":null,"sort":[1570087359000]},"guestAuthors":[],"slug":"3-ways-to-shape-math-into-a-positive-experience","title":"3 Ways to Shape Math Into a Positive Experience","publishDate":1570087359,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">As a teenager, Vanessa Vakharia never expected math to factor into her future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted to be a rock star and marry Keanu Reeves. Still do,”\u003c/span>\u003cspan style=\"font-weight: 400\"> Vakharia says in a phone interview as \u003c/span>\u003ca href=\"https://www.goodnightsunrise.com/\">\u003cspan style=\"font-weight: 400\">her band\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> drives across Canada for a multi-week tour.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aside from her Keanu fantasies, there were other signs that a career in numbers wasn’t in the cards — like the two times she failed 11th-grade math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because she was into art and music, Vakharia considered herself a “creative type.” When she enrolled in an alternative high school, she told her teacher that she was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42825/not-a-math-person-how-to-remove-obstacles-to-learning-math\">\u003cspan style=\"font-weight: 400\">not a math person\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The educator rebuffed the notion. “She was like, ‘That’s not a thing,’ ” Vakharia recalls. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s when Vakharia’s math story began to shift. Fast forward two decades, and she is a certified math teacher who runs \u003c/span>\u003ca href=\"https://www.themathguru.ca/\">\u003cspan style=\"font-weight: 400\">a Toronto tutoring business\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with 40 employees. (She hasn’t given up hope on Keanu, though, pointing out that he’s still unmarried.) She is also the author of the book \"\u003c/span>\u003ca href=\"https://www.amazon.ca/Math-Hacks-Stress-Better-Marks/dp/1443163163\">\u003cspan id=\"productTitle\" class=\"a-size-large\">Math Hacks: Cool Tips + Less Stress = Better Marks.\" \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">After transforming her own math narrative, Vakharia now strives to abolish the widespread view that math is “this innate super power that people are born with.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_54582\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"wp-image-54582 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Vakharia2.jpg\" alt=\"\" width=\"2000\" height=\"1858\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-160x149.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-800x743.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-768x713.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-1020x948.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-1200x1115.jpg 1200w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Vanessa Vakharia.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research supports her stance. As with other subjects, having a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41700/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class\">\u003cspan style=\"font-weight: 400\">growth mindset\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in math matters — and not just for kids. A range of parent and teacher beliefs and attitudes toward math have been linked with children’s beliefs and performance in the subject, especially among girls. In \u003c/span>\u003ca href=\"https://psycnet.apa.org/search/display?id=ad67cf96-e312-e79b-f972-5057555c5505&recordId=1&tab=PA&page=1&display=25&sort=PublicationYearMSSort%20desc,AuthorSort%20asc&sr=1\">\u003cspan style=\"font-weight: 400\">a recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Chilean kindergartners and their families, for example, mothers’ math self-concepts positively predicted girls’ math self-concepts, while fathers’ math self-concepts negatively predicted girls’ math self-concepts. (The latter effect was reduced in cases where fathers engaged in home math activities with their daughters.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the same study, parents’ math self-concepts did not predict kindergarten boys’ math self-concepts. Adults’ gender stereotypes and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/32223/why-kids-take-on-adults-math-anxiety\">\u003cspan style=\"font-weight: 400\">math anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, too, have been found to influence children’s math attitudes and performance. Jo Boaler, a Stanford University education professor and author of \"\u003c/span>\u003ca href=\"https://www.youcubed.org/resources/mathematical-mindsets/\">\u003cspan style=\"font-weight: 400\">Mathematical Mindsets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" says that when she talks to parents she tells them that “the most important thing whenever they approach maths is to be very positive about it with their kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But many adults have to overcome their own negative histories with the subject first. At the end of a recent summer program that Boaler taught, 98 out of 100 undergraduates wrote about their past math traumas and how differently they felt about the subject after discovering that \u003c/span>\u003ca href=\"https://www.youcubed.org/resources/brain-science/\">\u003cspan style=\"font-weight: 400\">anyone can learn math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how can adults who have long-held negative beliefs about math begin to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">\u003cspan style=\"font-weight: 400\">think and talk differently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Based on her own myth-busting talks with parents and teachers, Vakharia recommends three steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Unpack the cultural narrative\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shifting your math narrative requires recognition of the societal math narratives in which it is enmeshed. “As a society we have an obsession with categorizing...boy/girl, left-brained/right-brained,” says Vakharia. Those binaries get repeated in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46772/how-one-school-changed-its-math-culture-starting-with-teachers\">\u003cspan style=\"font-weight: 400\">schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, families, workplaces, media and pop culture.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vakharia likes to ask people if they have ever seen a cheerleader on TV or in a movie who is good at math. The answer, of course, is “no.” Not only does popular culture show math as being for certain types of people, it often portrays those people as geniuses and prodigies, like Matt Damon’s character in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Good Will Hunting\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. That’s harmful, Vakharia says, because it discourages a more productive, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">growth-focused approach toward math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We also have this narrative that if it takes work to do something, you’re not good at something,” she says. “You weren’t born knowing calculus. You work at it, and some people have to \u003c/span>\u003ca href=\"https://www.youcubed.org/resource/visual-mathematics/\">\u003cspan style=\"font-weight: 400\">work at it in different ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_54583\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-54583 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Vakharia_TheMathGuru.jpg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-1200x675.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Vanessa Vakharia.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>2. Drill down into your experience\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once you debunk the social messages surrounding math, it’s time to make it personal. If you say you’re not a math person, break that down. Why do you think that?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most of the time, when Vakharia asks that question, she hears common themes: The person never did their homework, they had a demeaning teacher, their parents said it wasn’t in their genes, and so on. When Vakharia asks follow-up questions about how the person tried to improve, such as seeking extra resources or teacher support, the response is usually that they tried one type of remediation but gave up when it didn’t work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you really peel it back, there’s nothing in any of these stories that someone was truly incapable of doing math,” Vakharia says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point, analogies can help. Think about something you have learned as an adult. Maybe it’s watercolors or CrossFit. Before taking up that practice, did you consider yourself an artist or an athlete? Probably not, and maybe you still don’t, but you know that painting and weightlifting are skills that can be learned.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the same with math.\u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Try again\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once a person has re-examined their math history, Vakharia likes to ask whether they’re open to learning math now. If they say “yes,” she asks them to pick a topic they want to learn and recommends a tutor or other resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key is to make it manageable. You don’t need to commit to learning an entire math course. If geometry confounded you, give the Pythagorean Theorem another shot. If your math problems began in elementary school, try something more fundamental, such as times tables or fractions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/42286436-math-hacks\">\u003cimg class=\"alignright wp-image-54585\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Math-Hacks.jpg\" alt=\"\" width=\"250\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Math-Hacks.jpg 318w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Math-Hacks-160x191.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>In a June 2019 episode of the \"\u003c/span>\u003ca href=\"https://unladylike.co/episodes/052/math\">\u003cspan style=\"font-weight: 400\">Unladylike\" podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, co-host Caroline Ervin talked about her childhood math traumas with Vakharia and her lasting perception that she was incapable of doing math. At the end of the conversation, Vakharia asked Ervin to commit to learning one aspect of math that troubled her. Ervin assigned herself the task of revisiting SohCahToa, a mnemonic device used to understand how sine, cosine and tangent work in trigonometry.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ervin followed through on her homework. In an interview with MindShift, she said that she set up a Skype session with one of the tutors from Vakharia’s tutoring center, The Math Guru. Though she felt some familiar math anxiety creep in at the start, ultimately, Ervin said, she “had a blast” and conquered SohCahToa.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Approaching math as a set of skills that simply require learning and practice helps me chill out about it,” she said. “Math isn't mystical; it's practical, and it's something I now feel I can easily revisit if there's some sort of practical puzzle to solve.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"It's not uncommon for kids and adults to have a negative experience learning math. Learning about how the brain works and unpacking some stereotypes can help learners reframe the narrative they tell themselves about math. ","status":"publish","parent":0,"modified":1589422682,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1177},"headData":{"title":"3 Ways to Shape Math Into a Positive Experience | KQED","description":"It's not uncommon for kids and adults to have a negative experience learning math. Learning about how the brain works and unpacking some stereotypes can help learners reframe the narrative they tell themselves about math. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"3 Ways to Shape Math Into a Positive Experience","datePublished":"2019-10-03T07:22:39.000Z","dateModified":"2020-05-14T02:18:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54389 https://ww2.kqed.org/mindshift/?p=54389","disqusUrl":"https://ww2.kqed.org/mindshift/2019/10/03/3-ways-to-shape-math-into-a-positive-experience/","disqusTitle":"3 Ways to Shape Math Into a Positive Experience","path":"/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a teenager, Vanessa Vakharia never expected math to factor into her future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted to be a rock star and marry Keanu Reeves. Still do,”\u003c/span>\u003cspan style=\"font-weight: 400\"> Vakharia says in a phone interview as \u003c/span>\u003ca href=\"https://www.goodnightsunrise.com/\">\u003cspan style=\"font-weight: 400\">her band\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> drives across Canada for a multi-week tour.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aside from her Keanu fantasies, there were other signs that a career in numbers wasn’t in the cards — like the two times she failed 11th-grade math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because she was into art and music, Vakharia considered herself a “creative type.” When she enrolled in an alternative high school, she told her teacher that she was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42825/not-a-math-person-how-to-remove-obstacles-to-learning-math\">\u003cspan style=\"font-weight: 400\">not a math person\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The educator rebuffed the notion. “She was like, ‘That’s not a thing,’ ” Vakharia recalls. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s when Vakharia’s math story began to shift. Fast forward two decades, and she is a certified math teacher who runs \u003c/span>\u003ca href=\"https://www.themathguru.ca/\">\u003cspan style=\"font-weight: 400\">a Toronto tutoring business\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with 40 employees. (She hasn’t given up hope on Keanu, though, pointing out that he’s still unmarried.) She is also the author of the book \"\u003c/span>\u003ca href=\"https://www.amazon.ca/Math-Hacks-Stress-Better-Marks/dp/1443163163\">\u003cspan id=\"productTitle\" class=\"a-size-large\">Math Hacks: Cool Tips + Less Stress = Better Marks.\" \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">After transforming her own math narrative, Vakharia now strives to abolish the widespread view that math is “this innate super power that people are born with.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_54582\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"wp-image-54582 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Vakharia2.jpg\" alt=\"\" width=\"2000\" height=\"1858\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-160x149.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-800x743.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-768x713.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-1020x948.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia2-1200x1115.jpg 1200w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Vanessa Vakharia.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research supports her stance. As with other subjects, having a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41700/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class\">\u003cspan style=\"font-weight: 400\">growth mindset\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in math matters — and not just for kids. A range of parent and teacher beliefs and attitudes toward math have been linked with children’s beliefs and performance in the subject, especially among girls. In \u003c/span>\u003ca href=\"https://psycnet.apa.org/search/display?id=ad67cf96-e312-e79b-f972-5057555c5505&recordId=1&tab=PA&page=1&display=25&sort=PublicationYearMSSort%20desc,AuthorSort%20asc&sr=1\">\u003cspan style=\"font-weight: 400\">a recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Chilean kindergartners and their families, for example, mothers’ math self-concepts positively predicted girls’ math self-concepts, while fathers’ math self-concepts negatively predicted girls’ math self-concepts. (The latter effect was reduced in cases where fathers engaged in home math activities with their daughters.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the same study, parents’ math self-concepts did not predict kindergarten boys’ math self-concepts. Adults’ gender stereotypes and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/32223/why-kids-take-on-adults-math-anxiety\">\u003cspan style=\"font-weight: 400\">math anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, too, have been found to influence children’s math attitudes and performance. Jo Boaler, a Stanford University education professor and author of \"\u003c/span>\u003ca href=\"https://www.youcubed.org/resources/mathematical-mindsets/\">\u003cspan style=\"font-weight: 400\">Mathematical Mindsets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" says that when she talks to parents she tells them that “the most important thing whenever they approach maths is to be very positive about it with their kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But many adults have to overcome their own negative histories with the subject first. At the end of a recent summer program that Boaler taught, 98 out of 100 undergraduates wrote about their past math traumas and how differently they felt about the subject after discovering that \u003c/span>\u003ca href=\"https://www.youcubed.org/resources/brain-science/\">\u003cspan style=\"font-weight: 400\">anyone can learn math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how can adults who have long-held negative beliefs about math begin to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">\u003cspan style=\"font-weight: 400\">think and talk differently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? Based on her own myth-busting talks with parents and teachers, Vakharia recommends three steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>1. Unpack the cultural narrative\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shifting your math narrative requires recognition of the societal math narratives in which it is enmeshed. “As a society we have an obsession with categorizing...boy/girl, left-brained/right-brained,” says Vakharia. Those binaries get repeated in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46772/how-one-school-changed-its-math-culture-starting-with-teachers\">\u003cspan style=\"font-weight: 400\">schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, families, workplaces, media and pop culture.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vakharia likes to ask people if they have ever seen a cheerleader on TV or in a movie who is good at math. The answer, of course, is “no.” Not only does popular culture show math as being for certain types of people, it often portrays those people as geniuses and prodigies, like Matt Damon’s character in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Good Will Hunting\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. That’s harmful, Vakharia says, because it discourages a more productive, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">growth-focused approach toward math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We also have this narrative that if it takes work to do something, you’re not good at something,” she says. “You weren’t born knowing calculus. You work at it, and some people have to \u003c/span>\u003ca href=\"https://www.youcubed.org/resource/visual-mathematics/\">\u003cspan style=\"font-weight: 400\">work at it in different ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_54583\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-54583 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Vakharia_TheMathGuru.jpg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Vakharia_TheMathGuru-1200x675.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Vanessa Vakharia.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>2. Drill down into your experience\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once you debunk the social messages surrounding math, it’s time to make it personal. If you say you’re not a math person, break that down. Why do you think that?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most of the time, when Vakharia asks that question, she hears common themes: The person never did their homework, they had a demeaning teacher, their parents said it wasn’t in their genes, and so on. When Vakharia asks follow-up questions about how the person tried to improve, such as seeking extra resources or teacher support, the response is usually that they tried one type of remediation but gave up when it didn’t work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you really peel it back, there’s nothing in any of these stories that someone was truly incapable of doing math,” Vakharia says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point, analogies can help. Think about something you have learned as an adult. Maybe it’s watercolors or CrossFit. Before taking up that practice, did you consider yourself an artist or an athlete? Probably not, and maybe you still don’t, but you know that painting and weightlifting are skills that can be learned.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the same with math.\u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Try again\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once a person has re-examined their math history, Vakharia likes to ask whether they’re open to learning math now. If they say “yes,” she asks them to pick a topic they want to learn and recommends a tutor or other resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key is to make it manageable. You don’t need to commit to learning an entire math course. If geometry confounded you, give the Pythagorean Theorem another shot. If your math problems began in elementary school, try something more fundamental, such as times tables or fractions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/42286436-math-hacks\">\u003cimg class=\"alignright wp-image-54585\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/Math-Hacks.jpg\" alt=\"\" width=\"250\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/Math-Hacks.jpg 318w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/Math-Hacks-160x191.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>In a June 2019 episode of the \"\u003c/span>\u003ca href=\"https://unladylike.co/episodes/052/math\">\u003cspan style=\"font-weight: 400\">Unladylike\" podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, co-host Caroline Ervin talked about her childhood math traumas with Vakharia and her lasting perception that she was incapable of doing math. At the end of the conversation, Vakharia asked Ervin to commit to learning one aspect of math that troubled her. Ervin assigned herself the task of revisiting SohCahToa, a mnemonic device used to understand how sine, cosine and tangent work in trigonometry.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ervin followed through on her homework. In an interview with MindShift, she said that she set up a Skype session with one of the tutors from Vakharia’s tutoring center, The Math Guru. Though she felt some familiar math anxiety creep in at the start, ultimately, Ervin said, she “had a blast” and conquered SohCahToa.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Approaching math as a set of skills that simply require learning and practice helps me chill out about it,” she said. “Math isn't mystical; it's practical, and it's something I now feel I can easily revisit if there's some sort of practical puzzle to solve.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience","authors":["11487"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20825","mindshift_20512","mindshift_20943","mindshift_392","mindshift_20893","mindshift_391"],"featImg":"mindshift_54584","label":"mindshift"},"mindshift_50939":{"type":"posts","id":"mindshift_50939","meta":{"index":"posts_1591205157","site":"mindshift","id":"50939","score":null,"sort":[1523858397000]},"guestAuthors":[],"slug":"helping-young-girls-find-their-voice-while-developing-friendships","title":"Helping Young Girls Find Their Voice While Developing Friendships","publishDate":1523858397,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Katie Hurley’s office is filled with young girls who struggle with courage, confidence and friendship skills. Hurley, a child and adolescent psychotherapist and author of the recently published \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cspan style=\"font-weight: 400\">\"No More Mean Girls,\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has noticed an escalating trend: Girls right now are overwhelmed with adult-directed activities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Girls no longer have time to partake in girlhood on their own,\" said Hurley. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This overly structured, overly controlled milieu leaves girls feeling anxious and uncertain about their abilities to navigate basic social challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Friendship is a process. It takes time and practice,” said Hurley. “Girls need time to work through friendship issues -- to experience conflict, negotiate and get through the natural bumps in the road. But we have them so highly scheduled that they are not using organic friendship-making skills anymore.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls do have limited, adult-free time with one another, said Hurley, she’s not surprised that it’s often fraught with exclusion, triangulation, fighting or avoidance. The solution to these challenges is not more adult intervention, but rather more encouragement and opportunities for girls to tackle these problems on their own. “Our need to have all the solutions as parents is very high right now,” said Hurley, and that is backfiring.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Listen and Ask Questions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Hurley asks her patients what they want from their parents, the response is almost always the same: “Listen and ask questions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As parents, we are not great listeners,” said Hurley, “We are very busy, constantly trying to multitask. And we are often disconnected from kids because we are connected digitally.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cimg class=\"alignleft wp-image-50945\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Hurley.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley.jpeg 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-240x360.jpeg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>When kids come to us with a problem, we tend to bounce between extremes -- either dismissing their concerns as “no big deal” or jumping in to solve their problems for them. Both take less time than the alternative: guiding and supporting them as they solve their own problems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They need to know that it’s totally acceptable and normal to struggle at times,” said Hurley, “and we want them to come to us with their concerns. But we need to remember that parenting is about guidance, not controlling.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the height of emotion -- often immediately after school ends when they are tired and hungry -- girls sometimes “go into survival mode and use language at home that is more traumatic than what is really happening at school.” If parents match that level of emotion, they can intensify the situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, says Hurley, if your child shares an unkind comment she heard on the playground, don’t respond with, “ 'That kid is mean -- stay away from her!' That ends a friendship potential and doesn’t give your daughter room to work it out.” Instead, stay calm, gather information, and respond empathetically, using phrases such as, “This sounds hard. Can you tell me more about it?” or “Sounds like you had a rotten day. I understand. I have had those days, too.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Once they have vented and are not so tense inside their bodies, then you can start to brainstorm together,” said Hurley. Revisit the problem when they are calm and rested, allowing them to stay in the driver’s seat. For instance, if the struggle is whom to play with at recess, encourage them to “zoom out” and reflect on the big picture, perhaps drawing a map of the playground. Where does she go? What does she like to do? What activities do other kids do at recess? What’s one thing she wants to try tomorrow? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Practice Bravery\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls think up a strategy they want to try -- such as asking a new person to play and joining a new activity at recess -- they also need to muster the courage to test it out. And that isn’t always easy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have girls in my office who are petrified of taking risks,” said Hurley. “Perfectionism is on the rise, fear of failure is on the rise. Girls are socialized to be pleasers. That is a mistake. Girls should be socialized to be brave.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It starts with our language. When young girls start climbing on the playground, do the adults reflexively say, “Be careful”? As parents, said Hurley, we can deliberately communicate the message, “We take risks to practice being brave.” For some girls, risks might look like climbing a tree and, for others, it might look like saying hello to someone new. Free time in nature, on the playground, on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">unstructured\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> playdates, and with open-ended play materials provides an organic classroom for girls to strengthen their courage muscles and test their ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They “need the time and space to try and fail again and fail again and fail again,” said Hurley. “When we step in and solve their problems for them, what we really communicate is, ‘I’m afraid you can’t do it well enough, so I’m going to do it for you.’ and that starts fear of failure.’ Step back, let them make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach Assertive Communication\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of courage is finding one’s “brave voice,” said Hurley. Girls often confuse assertive communication with aggressive communication and then default to the other extreme: passivity. Assertive communication -- including making eye contact, speaking in a clear, calm voice, and listening patiently to others -- communicates self-respect and respect for the other person.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families can make a game out of teaching assertive communication skills, said Hurley. “Host little presidential debates in your home. Run for ‘Queen of the Kitchen.’ Make a speech. Have a family debate night.” When your child \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">really\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> wants something, ask them to write a speech and give you her best persuasive argument. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Practice yields dividends. “When girls get in the habit of being assertive, it feels good,” said Hurley. “They feel like people want to listen to them. They say, ‘My teacher is calling on me more. My friends are listening to ideas.’ They feel more self-confident. And when one girl stands up and is more assertive, others start to do that as well.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Model Resilience\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the best gifts parents can give their kids is the gift of their failures,” said Hurley. Tell your children stories about times you’ve tried and failed and bounced back. Our stories shape children’s understanding of how the world works. According to \u003c/span>\u003ca href=\"http://www.nytimes.com/2013/03/17/fashion/the-family-stories-that-bind-us-this-life.html\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, children who hear stories about how family members and ancestors overcame obstacles are more resilient in the face of challenges. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These stories can serve as an important reminder to parents as well: We became stronger by facing challenges and overcoming them. We learned by doing -- and so will our kids. “As parents, we cannot micromanage everything,” said Hurley. “They’ve got to learn how to have these conversations with friends. We can give them language and we can role-play, but let girls do things on their own. They are capable, and they have really good ideas.” \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When Katie Hurley asks her patients what they want from their parents, the response is almost always the same: \"Listen and ask questions.\"","status":"publish","parent":0,"modified":1523858397,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1228},"headData":{"title":"Helping Young Girls Find Their Voice While Developing Friendships | KQED","description":"When Katie Hurley asks her patients what they want from their parents, the response is almost always the same: "Listen and ask questions."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Helping Young Girls Find Their Voice While Developing Friendships","datePublished":"2018-04-16T05:59:57.000Z","dateModified":"2018-04-16T05:59:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50939 https://ww2.kqed.org/mindshift/?p=50939","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/15/helping-young-girls-find-their-voice-while-developing-friendships/","disqusTitle":"Helping Young Girls Find Their Voice While Developing Friendships","path":"/mindshift/50939/helping-young-girls-find-their-voice-while-developing-friendships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Katie Hurley’s office is filled with young girls who struggle with courage, confidence and friendship skills. Hurley, a child and adolescent psychotherapist and author of the recently published \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cspan style=\"font-weight: 400\">\"No More Mean Girls,\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has noticed an escalating trend: Girls right now are overwhelmed with adult-directed activities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Girls no longer have time to partake in girlhood on their own,\" said Hurley. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This overly structured, overly controlled milieu leaves girls feeling anxious and uncertain about their abilities to navigate basic social challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Friendship is a process. It takes time and practice,” said Hurley. “Girls need time to work through friendship issues -- to experience conflict, negotiate and get through the natural bumps in the road. But we have them so highly scheduled that they are not using organic friendship-making skills anymore.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls do have limited, adult-free time with one another, said Hurley, she’s not surprised that it’s often fraught with exclusion, triangulation, fighting or avoidance. The solution to these challenges is not more adult intervention, but rather more encouragement and opportunities for girls to tackle these problems on their own. “Our need to have all the solutions as parents is very high right now,” said Hurley, and that is backfiring.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Listen and Ask Questions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Hurley asks her patients what they want from their parents, the response is almost always the same: “Listen and ask questions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As parents, we are not great listeners,” said Hurley, “We are very busy, constantly trying to multitask. And we are often disconnected from kids because we are connected digitally.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cimg class=\"alignleft wp-image-50945\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Hurley.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley.jpeg 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-240x360.jpeg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>When kids come to us with a problem, we tend to bounce between extremes -- either dismissing their concerns as “no big deal” or jumping in to solve their problems for them. Both take less time than the alternative: guiding and supporting them as they solve their own problems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They need to know that it’s totally acceptable and normal to struggle at times,” said Hurley, “and we want them to come to us with their concerns. But we need to remember that parenting is about guidance, not controlling.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the height of emotion -- often immediately after school ends when they are tired and hungry -- girls sometimes “go into survival mode and use language at home that is more traumatic than what is really happening at school.” If parents match that level of emotion, they can intensify the situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, says Hurley, if your child shares an unkind comment she heard on the playground, don’t respond with, “ 'That kid is mean -- stay away from her!' That ends a friendship potential and doesn’t give your daughter room to work it out.” Instead, stay calm, gather information, and respond empathetically, using phrases such as, “This sounds hard. Can you tell me more about it?” or “Sounds like you had a rotten day. I understand. I have had those days, too.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Once they have vented and are not so tense inside their bodies, then you can start to brainstorm together,” said Hurley. Revisit the problem when they are calm and rested, allowing them to stay in the driver’s seat. For instance, if the struggle is whom to play with at recess, encourage them to “zoom out” and reflect on the big picture, perhaps drawing a map of the playground. Where does she go? What does she like to do? What activities do other kids do at recess? What’s one thing she wants to try tomorrow? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Practice Bravery\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls think up a strategy they want to try -- such as asking a new person to play and joining a new activity at recess -- they also need to muster the courage to test it out. And that isn’t always easy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have girls in my office who are petrified of taking risks,” said Hurley. “Perfectionism is on the rise, fear of failure is on the rise. Girls are socialized to be pleasers. That is a mistake. Girls should be socialized to be brave.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It starts with our language. When young girls start climbing on the playground, do the adults reflexively say, “Be careful”? As parents, said Hurley, we can deliberately communicate the message, “We take risks to practice being brave.” For some girls, risks might look like climbing a tree and, for others, it might look like saying hello to someone new. Free time in nature, on the playground, on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">unstructured\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> playdates, and with open-ended play materials provides an organic classroom for girls to strengthen their courage muscles and test their ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They “need the time and space to try and fail again and fail again and fail again,” said Hurley. “When we step in and solve their problems for them, what we really communicate is, ‘I’m afraid you can’t do it well enough, so I’m going to do it for you.’ and that starts fear of failure.’ Step back, let them make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach Assertive Communication\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of courage is finding one’s “brave voice,” said Hurley. Girls often confuse assertive communication with aggressive communication and then default to the other extreme: passivity. Assertive communication -- including making eye contact, speaking in a clear, calm voice, and listening patiently to others -- communicates self-respect and respect for the other person.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families can make a game out of teaching assertive communication skills, said Hurley. “Host little presidential debates in your home. Run for ‘Queen of the Kitchen.’ Make a speech. Have a family debate night.” When your child \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">really\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> wants something, ask them to write a speech and give you her best persuasive argument. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Practice yields dividends. “When girls get in the habit of being assertive, it feels good,” said Hurley. “They feel like people want to listen to them. They say, ‘My teacher is calling on me more. My friends are listening to ideas.’ They feel more self-confident. And when one girl stands up and is more assertive, others start to do that as well.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Model Resilience\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the best gifts parents can give their kids is the gift of their failures,” said Hurley. Tell your children stories about times you’ve tried and failed and bounced back. Our stories shape children’s understanding of how the world works. According to \u003c/span>\u003ca href=\"http://www.nytimes.com/2013/03/17/fashion/the-family-stories-that-bind-us-this-life.html\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, children who hear stories about how family members and ancestors overcame obstacles are more resilient in the face of challenges. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These stories can serve as an important reminder to parents as well: We became stronger by facing challenges and overcoming them. We learned by doing -- and so will our kids. “As parents, we cannot micromanage everything,” said Hurley. “They’ve got to learn how to have these conversations with friends. We can give them language and we can role-play, but let girls do things on their own. They are capable, and they have really good ideas.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50939/helping-young-girls-find-their-voice-while-developing-friendships","authors":["11087"],"categories":["mindshift_192"],"tags":["mindshift_377","mindshift_20784","mindshift_1040","mindshift_20825","mindshift_20568","mindshift_21038","mindshift_943","mindshift_21159"],"featImg":"mindshift_50942","label":"mindshift"},"mindshift_50485":{"type":"posts","id":"mindshift_50485","meta":{"index":"posts_1591205157","site":"mindshift","id":"50485","score":null,"sort":[1520319105000]},"guestAuthors":[],"slug":"how-empowering-girls-to-confront-conflict-and-buck-perfection-helps-their-well-being","title":"How Empowering Girls to Confront Conflict and Buck Perfection Helps Their Well-Being","publishDate":1520319105,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Girls and boys have always grown up with cultural and societal stereotypes swirling around them. Despite the unparalleled access to opportunities that young women have today compared with the past, many are still absorbing strong messages about how they should look, act and be. For girls, many of the most powerful influences come from the media, but young girls could find relief among the real people in their lives. Social media has changed the game, requiring educators and parents to also change strategies to help girls navigate complicated waters.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Girls are focused on all these other people and they’ve lost track of themselves.'\u003ccite>Simone Marean, Co-Founder and CEO of Girls Leadership\u003c/cite>\u003c/aside>\n\u003cp>“There's nothing I talk about practicing with girls that doesn’t also apply to boys,” said Simone Marean, CEO of \u003ca href=\"https://girlsleadership.org/\" target=\"_blank\" rel=\"noopener\">Girls Leadership\u003c/a>, a nonprofit working to help girls find and raise their voices. Marean spoke at the \u003ca href=\"https://www.innovativelearningconference.org/ehome/index.php?eventid=190155&tabid=430590&\" target=\"_blank\" rel=\"noopener\">Innovative Learning Conference\u003c/a> hosted at The Nueva School in Hillsborough, California.\u003c/p>\n\u003cp>Marean is raising two sons, so she knows many of the skills her organization teaches are \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/25/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\" rel=\"noopener\">important for all humans\u003c/a>, but she also recognizes girls and boys are still socialized differently. “There are reasons why the expectations of girls make it particularly important that we practice this with girls,” she said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Q_QM83gMBCk?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A growing percentage of girls feel pressure to please everyone in their lives, according to a \u003ca href=\"https://static1.squarespace.com/static/597249b6d7bdcec54c7fdd10/t/59cec40132601ed2cee562bd/1506722842794/Girls%27+Index+Research+Brief+Final.pdf\" target=\"_blank\" rel=\"noopener\">nationwide survey\u003c/a> conducted by Ruling Our eXperiences (ROX). The college application process is more competitive than ever and the comparative culture on social media is always present. “The pressure is greater, but they’re also experiencing it more and more each day as the time on media increases,” Marean said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some studies show the \u003ca href=\"https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/\" target=\"_blank\" rel=\"noopener\">rate of depression and anxiety increasing more rapidly among girls\u003c/a>, and social media culture has heightened the sense among many girls that they \u003ca href=\"https://ww2.kqed.org/mindshift/2018/01/22/how-to-find-balance-when-too-much-self-doubt-gets-in-the-way/\" target=\"_blank\" rel=\"noopener\">must be perfect\u003c/a>, presenting a pleasant, well-behaved, curated persona to the world.\u003c/p>\n\u003cp>“Girls are focused on all these other people and they’ve lost track of themselves,” Marean said. She sees the same patterns from early elementary school girls through high school. And while social media has the potential to amplify damaging messages about bodies, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/03/why-socializing-girls-to-be-perfect-could-be-the-worst-thing-for-them/\" target=\"_blank\" rel=\"noopener\">perfection\u003c/a> and beauty that have long existed, it would be too simple to ban digital devices. Marean points out when educators and parents act from a place of fear they \u003ca href=\"https://ww2.kqed.org/mindshift/2017/12/28/how-parents-can-help-kids-navigate-the-pressures-of-their-digital-lives/\" target=\"_blank\" rel=\"noopener\">tend to go to extremes\u003c/a>, alienating the girls they love in the process.\u003c/p>\n\u003cp>[contextly_sidebar id=\"oxfRg3sFJL3T8JDL1hNDZHy2iFoWu813\"]\u003c/p>\n\u003cp>Instead, she advocates for helping girls gain the skills to navigate these spaces with a different script. She says it’s crucial that adults start helping young girls to engage in productive conflict, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener\">acknowledge and grow from mistakes\u003c/a>, develop emotional intelligence and take responsibility for the role they each play in social situations. While these are concerns for many parents, educators can also help girls develop skills to cope with these modern problems -- and doing so could help with academics, too.\u003c/p>\n\u003cp>“Relationships are integral and foundational to mental health and wellness,” Marean said. “When relationships are struggling there’s no way to take care of the next level of thinking.” Middle school teachers know this better than anyone -- when students are dealing with social drama, they have a lot less mental space for academics.\u003c/p>\n\u003cp>\u003cstrong>EMOTIONAL INTELLIGENCE\u003c/strong>\u003c/p>\n\u003cp>Girls can’t express how they feel effectively until they take time to notice and name their feelings. Marean says girls know they are supposed to feel happy, calm and confident, so they disrespect their other emotions. Many don’t even have the language to talk about more complicated, nuanced and less sunny feelings. But when girls name how they feel in a situation, they can recognize that it’s the situation, not them, that’s the problem. That opens up a wider range of options for how they handle that situation.\u003c/p>\n\u003cp>“When we do that we are giving them a foundation of agency,” Marean said. “It works like a GPS. When you know where you are, you know where you need to go.”\u003c/p>\n\u003cfigure id=\"attachment_50497\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-50497 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/GirlsLeadershipCropped-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-520x292.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Two girls participate in a Girls Leadership workshop. \u003ccite>(Courtesy Girls Leadership)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One way educators and parents can help girls to develop an emotional vocabulary and give permission to feel less than “perfect” feelings is with role modeling. When girls hear that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/18/normalize-setbacks-by-asking-your-kids-for-advice-when-you-struggle/\" target=\"_blank\" rel=\"noopener\">important adults in their lives also feel\u003c/a> excluded or jealous or hurt, it normalizes those complex feelings. And, when a girl comes home talking about a difficult social experience, adults can help her \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/16/how-empathy-is-important-for-parents-and-teens-when-things-get-stressful/\" target=\"_blank\" rel=\"noopener\">build empathy\u003c/a> by asking how the other person might have felt in that interaction.\u003c/p>\n\u003cp>Educators at the \u003ca href=\"http://galsdenver.org/about-us/\" target=\"_blank\" rel=\"noopener\">Girls Athletic Leadership Schools (GALS)\u003c/a> in Denver are folding emotional intelligence into the core of their academic program. This all-girls public charter school is recognizing that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/14/what-do-we-mean-when-we-say-social-and-emotional-skills/\" target=\"_blank\" rel=\"noopener\">broader social and emotional skill set \u003c/a>being discussed in many areas of education are most effective when contextualized to the lives of specific students groups. Gender is one layer of identity, but the messages girls receive about gender are situated within a broader context of race, class and cultural values.\u003c/p>\n\u003cp>“A big part of our program is girls being able to find their voice and say who they are,” said Lynnsey Gwaltney, the eighth-grade teacher of a class called \u003ca href=\"http://galsdenver.org/schools/gals-denver-middle-school/academics/gals-series/\" target=\"_blank\" rel=\"noopener\">GALS Series\u003c/a> that covers topics like nutrition, well-being, identity, healthy sexuality and knowing one’s boundaries, among other things. This course is given the same weight, and time, as academic classes at the school.\u003c/p>\n\u003cp>[contextly_sidebar id=\"imKuPkFNRf75MGaY6GcElRZqceAh1MLg\"]\u003c/p>\n\u003cp>At the start of the school year, teachers of GALS Series do a lot of relationship-building. They play icebreakers and run around together, do writing exercises and slowly build an environment where students feel comfortable talking about sensitive issues. They often practice role-playing conflict resolution -- a Girls Leadership staple -- and even ask students to bring real situations of conflict to the group for workshopping.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2017/12/28/how-parents-can-help-kids-navigate-the-pressures-of-their-digital-lives/\" target=\"_blank\" rel=\"noopener\">Social media \u003c/a>is a big part of the conversation throughout middle school. In sixth grade, students are often watching things they don’t really know how to handle. A good example is a trend toward parody videos meant to be funny, but that are actually quite nasty. Together the class talks about how those videos make them feel and some productive ways to handle the emotions elicited.\u003c/p>\n\u003cp>“The biggest thing we’ve done is have a place for students to talk about it and think about what choices they’re making on social media,” Gwaltney said. With her eighth-graders, comparison is a big problem. “That’s the best way to help them to feel they have power in it. They have choice in what they look at and what they put into the world.”\u003c/p>\n\u003cp>GALS Series teachers have also done a lot to help students find their voices when talking with adults. And, they’ve found that the curriculum they developed in-house has to spiral throughout middle school because the conflicts a sixth-grader encounters aren’t the same ones an eighth-grader experiences. It’s worth covering conflict resolution, emotion-naming and social media issues again in the new context.\u003c/p>\n\u003cp>“We support students in bringing it to the forefront and dealing with it in a healthy, productive way as opposed to it existing under the surface as this shady, passive thing,” said Maggie Dickman, the sixth-grade GALS Series teacher. “We deal with conflict.” Role-playing how to handle conflict, normalizing it and demonstrating the good that can come out of direct confrontation is really important for girls.\u003c/p>\n\u003cp>\u003cstrong>CONFLICT AS OPPORTUNITY FOR CHANGE\u003c/strong>\u003c/p>\n\u003cp>In over 15 years of working with girls of all ages, Simone Marean has found that many believe conflict is bad. Girls are often raised to be socially aware and connected, so friendships are extremely important to them.\u003c/p>\n\u003cp>“What we see in our girls is they lack a script to have direct conflict,” Marean said. “They literally don’t know the words. They also lack the permission; they feel like something is wrong with the friendship if they have conflict.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Girls are dealing with a lot of the same things, no matter where they live.'\u003ccite>Ife Bell, Cincinnati Public Schools Districtwide School Community Coordinator for After School\u003c/cite>\u003c/aside>\n\u003cp>Marean has found that girls from third grade through high school say the same thing about what it means to be a friend: like all the same things (or hate the same things), do everything together and never fight. That’s an unrealistic expectation for friendship and it doesn’t help equip girls for feelings of jealousy, anger or hurt that are regularly part of healthy relationships.\u003c/p>\n\u003cp>“Conflict is going to happen all the time,” Marean said. “Conflict is part of a normal, healthy, functional relationship. This is how we get things to change.” The challenge is helping girls to see it that way, to not be afraid of it. She cautions that if kids don’t learn how conflict can lead to positive change from the adults in their lives, they’ll learn about it from friends online. And online there’s no eye contact, no tone of voice, and things can get nasty.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/psN1DORYYV0?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Role play is the only way to talk about the how of communication,” Marean said. When a girl comes home upset about something that happened at school, it’s a normal parental reaction to want to take away her pain and get angry on her behalf. But that doesn’t help her develop the skills to deal with the situation.\u003c/p>\n\u003cp>Instead, Marean suggests offering empathy and asking questions about what she wants to do next. At this stage, many younger girls aren’t good at immediately articulating the result they hope for; instead they often go straight for what they want to do. This is where an adult can help them think through how a gut reaction might play out. Role-playing the situation gives the girl a chance to try out the words and debriefing solidifies it.\u003c/p>\n\u003cp>“The number one fear I hear from parents around teaching their girls to have a voice is that what if she does it all and she doesn’t get what she needs? What if her voice is not heard?” Marean said. Her answer: that’s all right; her voice won’t always be heard. But the experience of expressing it can be empowering and it’s a first step.\u003c/p>\n\u003cp>Marean also points to the idea of “contribution” raised in Bruce Patton's book \u003ca href=\"https://www.penguinrandomhouse.com/books/331191/difficult-conversations-by-bruce-patton/9780143118442/\" target=\"_blank\" rel=\"noopener\">“Difficult Conversations.”\u003c/a> Both parties in a conflict contribute to it, so when mediating each person should come to the conversation aware of the ways he or she contributed to the situation. That helps remove some of the right or wrong feeling.\u003c/p>\n\u003cp>“Students often say to me, there are so many girls who need this and we want to take it to them,” said Ife Bell, coordinator of the \u003ca href=\"http://www.iamcps.org/2017/10/25/girls-to-women-molding-young-women-to-be-empowered-compassionate-agents-of-change/\" target=\"_blank\" rel=\"noopener\">Girls to Women\u003c/a> program in Cincinnati Public Schools. Bell works on many of these issues with small groups of girls at several schools across the district. The program she runs comes out of a recognition that outcomes for girls living in poverty are often \u003ca href=\"https://www.npr.org/sections/codeswitch/2015/02/13/384005652/study-black-girls-are-being-pushed-out-of-school\" target=\"_blank\" rel=\"noopener\">just as poor as they are for boys\u003c/a>. The district wanted to focus on helping to empower its young women.\u003c/p>\n\u003cp>[contextly_sidebar id=\"ozTX2lxLYMQZCSW7UPo21NlFYqNQqhcz\"]\u003c/p>\n\u003cp>Bell uses aspects of the Girls Leadership program in conjunction with another girls empowerment curriculum called \u003ca href=\"https://thesisteraccord.com/\" target=\"_blank\" rel=\"noopener\">Sister Accord\u003c/a>. Bell’s approach to her program is one that Girls Leadership has been pivoting to over the past year, in recognition that while a gendered approach to social and emotional skills is necessary in all contexts, how the curriculum plays out may be different in various communities.\u003c/p>\n\u003cp>The original Girls Leadership materials were designed with a white, middle-class lens. Some of it makes assumptions about people’s values and experiences. Marean says the organization is in the midst of a pivot to listen and learn from a diverse set of communities about how to make what they offer more effective in all contexts. Part of the shift revolves around recognizing the strengths different girls bring to any situation, and letting them lead the process of delving into specific experiences and scenarios they confront.\u003c/p>\n\u003cp>“Girls are dealing with a lot of the same things, no matter where they live,” Bell said, although she acknowledges young women growing up in poverty may have experiences they’d like to discuss in addition to the more universal ones. That’s why she works with student leaders in her groups to co-design the activities the Girls to Women facilitators use. In that process, Bell often looks at the scenarios offered by Girls Leadership, which can seem aimed at a white middle-class audience, and have students tweak them until they feel authentic.\u003c/p>\n\u003cp>For example, there’s a role-playing scenario where Jessica and Brittany are talking about spring break at basketball practice. Jessica says she’s going on vacation to Florida with Marybeth’s family, but Brittany has always spent vacations with Marybeth. That example didn’t feel very authentic to Bell or her students, so they changed the names and flipped the scenario in various ways to include a family with only one parent, or a girl who lives with her grandmother, or a girl who hasn’t ever been on vacation before. Sometimes Bell gives a group all the scenarios.\u003c/p>\n\u003cp>“I want them to see that addressing the conflict doesn’t use the same skills every time,” Bell said. She wants students to feel they have a variety of conflict resolution tools to rely on, no matter the situation.\u003c/p>\n\u003cp>One thing Bell wasn’t expecting was how powerful facilitating these conversations would be for herself and the other adult facilitators. Often the emotions, scenarios and strategies are ones adults can use, too, and perhaps never learned.\u003c/p>\n\u003cp>“One of the learnings is a lot of times when women don’t feel empowered to say what they really want to say, they just stop talking,” Bell said. She found an activity illuminating where she wrote down what someone said to her, and her response, along with what she really wanted to say. She began to reflect on how she could communicate more effectively about her emotions at work and in her personal life.\u003c/p>\n\u003cp>“We often speak our outside feelings instead of recognizing our inside feelings,” Bell said. For example, she might say, “I’m mad,” but the other person can’t do much with that. Underneath the feelings of anger are disappointment, fear, hurt or other emotions that can more effectively convey a possible next step to the other person.\u003c/p>\n\u003cp>Marean says Bell’s personal experience with the materials is common among the adults who bring their girls to Girls Leadership workshops. “We have to help the adults look at their own backgrounds and what were the gender expectations in their childhood, in their culture, in their socioeconomic background, because we’re not going to be able to help our girls if we can’t see it ourselves,” Marean said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Schools across the country are beginning to recognize that social and emotional skills are important to lifelong success in school and beyond, but how to effectively teach those skills in school and at home is more of an open question. Schools like GALS and programs like Girls to Women and Girls Leadership make the case that while the same conflict resolution, communication, emotional intelligence and empathy skills are needed by all kids, regardless of gender, the ways kids experience the world are still different. As much as we’d like to believe the world is an equal place, with the same opportunities for everyone, the fact remains that context matters.\u003c/p>\n\n","blocks":[],"excerpt":"Social pressure on girls to be perfect has some parents and teachers worried they're not learning the skills they'll need to express their emotions and navigate conflict.","status":"publish","parent":0,"modified":1520319335,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/Q_QM83gMBCk","https://www.youtube.com/embed/psN1DORYYV0"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":2714},"headData":{"title":"How Empowering Girls to Confront Conflict and Buck Perfection Helps Their Well-Being | KQED","description":"Social pressure on girls to be perfect has some parents and teachers worried they're not learning the skills they'll need to express their emotions and navigate conflict.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Empowering Girls to Confront Conflict and Buck Perfection Helps Their Well-Being","datePublished":"2018-03-06T06:51:45.000Z","dateModified":"2018-03-06T06:55:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50485 https://ww2.kqed.org/mindshift/?p=50485","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/05/how-empowering-girls-to-confront-conflict-and-buck-perfection-helps-their-well-being/","disqusTitle":"How Empowering Girls to Confront Conflict and Buck Perfection Helps Their Well-Being","path":"/mindshift/50485/how-empowering-girls-to-confront-conflict-and-buck-perfection-helps-their-well-being","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Girls and boys have always grown up with cultural and societal stereotypes swirling around them. Despite the unparalleled access to opportunities that young women have today compared with the past, many are still absorbing strong messages about how they should look, act and be. For girls, many of the most powerful influences come from the media, but young girls could find relief among the real people in their lives. Social media has changed the game, requiring educators and parents to also change strategies to help girls navigate complicated waters.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Girls are focused on all these other people and they’ve lost track of themselves.'\u003ccite>Simone Marean, Co-Founder and CEO of Girls Leadership\u003c/cite>\u003c/aside>\n\u003cp>“There's nothing I talk about practicing with girls that doesn’t also apply to boys,” said Simone Marean, CEO of \u003ca href=\"https://girlsleadership.org/\" target=\"_blank\" rel=\"noopener\">Girls Leadership\u003c/a>, a nonprofit working to help girls find and raise their voices. Marean spoke at the \u003ca href=\"https://www.innovativelearningconference.org/ehome/index.php?eventid=190155&tabid=430590&\" target=\"_blank\" rel=\"noopener\">Innovative Learning Conference\u003c/a> hosted at The Nueva School in Hillsborough, California.\u003c/p>\n\u003cp>Marean is raising two sons, so she knows many of the skills her organization teaches are \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/25/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\" rel=\"noopener\">important for all humans\u003c/a>, but she also recognizes girls and boys are still socialized differently. “There are reasons why the expectations of girls make it particularly important that we practice this with girls,” she said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Q_QM83gMBCk?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A growing percentage of girls feel pressure to please everyone in their lives, according to a \u003ca href=\"https://static1.squarespace.com/static/597249b6d7bdcec54c7fdd10/t/59cec40132601ed2cee562bd/1506722842794/Girls%27+Index+Research+Brief+Final.pdf\" target=\"_blank\" rel=\"noopener\">nationwide survey\u003c/a> conducted by Ruling Our eXperiences (ROX). The college application process is more competitive than ever and the comparative culture on social media is always present. “The pressure is greater, but they’re also experiencing it more and more each day as the time on media increases,” Marean said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some studies show the \u003ca href=\"https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/\" target=\"_blank\" rel=\"noopener\">rate of depression and anxiety increasing more rapidly among girls\u003c/a>, and social media culture has heightened the sense among many girls that they \u003ca href=\"https://ww2.kqed.org/mindshift/2018/01/22/how-to-find-balance-when-too-much-self-doubt-gets-in-the-way/\" target=\"_blank\" rel=\"noopener\">must be perfect\u003c/a>, presenting a pleasant, well-behaved, curated persona to the world.\u003c/p>\n\u003cp>“Girls are focused on all these other people and they’ve lost track of themselves,” Marean said. She sees the same patterns from early elementary school girls through high school. And while social media has the potential to amplify damaging messages about bodies, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/03/why-socializing-girls-to-be-perfect-could-be-the-worst-thing-for-them/\" target=\"_blank\" rel=\"noopener\">perfection\u003c/a> and beauty that have long existed, it would be too simple to ban digital devices. Marean points out when educators and parents act from a place of fear they \u003ca href=\"https://ww2.kqed.org/mindshift/2017/12/28/how-parents-can-help-kids-navigate-the-pressures-of-their-digital-lives/\" target=\"_blank\" rel=\"noopener\">tend to go to extremes\u003c/a>, alienating the girls they love in the process.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Instead, she advocates for helping girls gain the skills to navigate these spaces with a different script. She says it’s crucial that adults start helping young girls to engage in productive conflict, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener\">acknowledge and grow from mistakes\u003c/a>, develop emotional intelligence and take responsibility for the role they each play in social situations. While these are concerns for many parents, educators can also help girls develop skills to cope with these modern problems -- and doing so could help with academics, too.\u003c/p>\n\u003cp>“Relationships are integral and foundational to mental health and wellness,” Marean said. “When relationships are struggling there’s no way to take care of the next level of thinking.” Middle school teachers know this better than anyone -- when students are dealing with social drama, they have a lot less mental space for academics.\u003c/p>\n\u003cp>\u003cstrong>EMOTIONAL INTELLIGENCE\u003c/strong>\u003c/p>\n\u003cp>Girls can’t express how they feel effectively until they take time to notice and name their feelings. Marean says girls know they are supposed to feel happy, calm and confident, so they disrespect their other emotions. Many don’t even have the language to talk about more complicated, nuanced and less sunny feelings. But when girls name how they feel in a situation, they can recognize that it’s the situation, not them, that’s the problem. That opens up a wider range of options for how they handle that situation.\u003c/p>\n\u003cp>“When we do that we are giving them a foundation of agency,” Marean said. “It works like a GPS. When you know where you are, you know where you need to go.”\u003c/p>\n\u003cfigure id=\"attachment_50497\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-50497 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/GirlsLeadershipCropped-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-520x292.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Two girls participate in a Girls Leadership workshop. \u003ccite>(Courtesy Girls Leadership)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One way educators and parents can help girls to develop an emotional vocabulary and give permission to feel less than “perfect” feelings is with role modeling. When girls hear that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/18/normalize-setbacks-by-asking-your-kids-for-advice-when-you-struggle/\" target=\"_blank\" rel=\"noopener\">important adults in their lives also feel\u003c/a> excluded or jealous or hurt, it normalizes those complex feelings. And, when a girl comes home talking about a difficult social experience, adults can help her \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/16/how-empathy-is-important-for-parents-and-teens-when-things-get-stressful/\" target=\"_blank\" rel=\"noopener\">build empathy\u003c/a> by asking how the other person might have felt in that interaction.\u003c/p>\n\u003cp>Educators at the \u003ca href=\"http://galsdenver.org/about-us/\" target=\"_blank\" rel=\"noopener\">Girls Athletic Leadership Schools (GALS)\u003c/a> in Denver are folding emotional intelligence into the core of their academic program. This all-girls public charter school is recognizing that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/14/what-do-we-mean-when-we-say-social-and-emotional-skills/\" target=\"_blank\" rel=\"noopener\">broader social and emotional skill set \u003c/a>being discussed in many areas of education are most effective when contextualized to the lives of specific students groups. Gender is one layer of identity, but the messages girls receive about gender are situated within a broader context of race, class and cultural values.\u003c/p>\n\u003cp>“A big part of our program is girls being able to find their voice and say who they are,” said Lynnsey Gwaltney, the eighth-grade teacher of a class called \u003ca href=\"http://galsdenver.org/schools/gals-denver-middle-school/academics/gals-series/\" target=\"_blank\" rel=\"noopener\">GALS Series\u003c/a> that covers topics like nutrition, well-being, identity, healthy sexuality and knowing one’s boundaries, among other things. This course is given the same weight, and time, as academic classes at the school.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>At the start of the school year, teachers of GALS Series do a lot of relationship-building. They play icebreakers and run around together, do writing exercises and slowly build an environment where students feel comfortable talking about sensitive issues. They often practice role-playing conflict resolution -- a Girls Leadership staple -- and even ask students to bring real situations of conflict to the group for workshopping.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2017/12/28/how-parents-can-help-kids-navigate-the-pressures-of-their-digital-lives/\" target=\"_blank\" rel=\"noopener\">Social media \u003c/a>is a big part of the conversation throughout middle school. In sixth grade, students are often watching things they don’t really know how to handle. A good example is a trend toward parody videos meant to be funny, but that are actually quite nasty. Together the class talks about how those videos make them feel and some productive ways to handle the emotions elicited.\u003c/p>\n\u003cp>“The biggest thing we’ve done is have a place for students to talk about it and think about what choices they’re making on social media,” Gwaltney said. With her eighth-graders, comparison is a big problem. “That’s the best way to help them to feel they have power in it. They have choice in what they look at and what they put into the world.”\u003c/p>\n\u003cp>GALS Series teachers have also done a lot to help students find their voices when talking with adults. And, they’ve found that the curriculum they developed in-house has to spiral throughout middle school because the conflicts a sixth-grader encounters aren’t the same ones an eighth-grader experiences. It’s worth covering conflict resolution, emotion-naming and social media issues again in the new context.\u003c/p>\n\u003cp>“We support students in bringing it to the forefront and dealing with it in a healthy, productive way as opposed to it existing under the surface as this shady, passive thing,” said Maggie Dickman, the sixth-grade GALS Series teacher. “We deal with conflict.” Role-playing how to handle conflict, normalizing it and demonstrating the good that can come out of direct confrontation is really important for girls.\u003c/p>\n\u003cp>\u003cstrong>CONFLICT AS OPPORTUNITY FOR CHANGE\u003c/strong>\u003c/p>\n\u003cp>In over 15 years of working with girls of all ages, Simone Marean has found that many believe conflict is bad. Girls are often raised to be socially aware and connected, so friendships are extremely important to them.\u003c/p>\n\u003cp>“What we see in our girls is they lack a script to have direct conflict,” Marean said. “They literally don’t know the words. They also lack the permission; they feel like something is wrong with the friendship if they have conflict.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Girls are dealing with a lot of the same things, no matter where they live.'\u003ccite>Ife Bell, Cincinnati Public Schools Districtwide School Community Coordinator for After School\u003c/cite>\u003c/aside>\n\u003cp>Marean has found that girls from third grade through high school say the same thing about what it means to be a friend: like all the same things (or hate the same things), do everything together and never fight. That’s an unrealistic expectation for friendship and it doesn’t help equip girls for feelings of jealousy, anger or hurt that are regularly part of healthy relationships.\u003c/p>\n\u003cp>“Conflict is going to happen all the time,” Marean said. “Conflict is part of a normal, healthy, functional relationship. This is how we get things to change.” The challenge is helping girls to see it that way, to not be afraid of it. She cautions that if kids don’t learn how conflict can lead to positive change from the adults in their lives, they’ll learn about it from friends online. And online there’s no eye contact, no tone of voice, and things can get nasty.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/psN1DORYYV0?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Role play is the only way to talk about the how of communication,” Marean said. When a girl comes home upset about something that happened at school, it’s a normal parental reaction to want to take away her pain and get angry on her behalf. But that doesn’t help her develop the skills to deal with the situation.\u003c/p>\n\u003cp>Instead, Marean suggests offering empathy and asking questions about what she wants to do next. At this stage, many younger girls aren’t good at immediately articulating the result they hope for; instead they often go straight for what they want to do. This is where an adult can help them think through how a gut reaction might play out. Role-playing the situation gives the girl a chance to try out the words and debriefing solidifies it.\u003c/p>\n\u003cp>“The number one fear I hear from parents around teaching their girls to have a voice is that what if she does it all and she doesn’t get what she needs? What if her voice is not heard?” Marean said. Her answer: that’s all right; her voice won’t always be heard. But the experience of expressing it can be empowering and it’s a first step.\u003c/p>\n\u003cp>Marean also points to the idea of “contribution” raised in Bruce Patton's book \u003ca href=\"https://www.penguinrandomhouse.com/books/331191/difficult-conversations-by-bruce-patton/9780143118442/\" target=\"_blank\" rel=\"noopener\">“Difficult Conversations.”\u003c/a> Both parties in a conflict contribute to it, so when mediating each person should come to the conversation aware of the ways he or she contributed to the situation. That helps remove some of the right or wrong feeling.\u003c/p>\n\u003cp>“Students often say to me, there are so many girls who need this and we want to take it to them,” said Ife Bell, coordinator of the \u003ca href=\"http://www.iamcps.org/2017/10/25/girls-to-women-molding-young-women-to-be-empowered-compassionate-agents-of-change/\" target=\"_blank\" rel=\"noopener\">Girls to Women\u003c/a> program in Cincinnati Public Schools. Bell works on many of these issues with small groups of girls at several schools across the district. The program she runs comes out of a recognition that outcomes for girls living in poverty are often \u003ca href=\"https://www.npr.org/sections/codeswitch/2015/02/13/384005652/study-black-girls-are-being-pushed-out-of-school\" target=\"_blank\" rel=\"noopener\">just as poor as they are for boys\u003c/a>. The district wanted to focus on helping to empower its young women.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Bell uses aspects of the Girls Leadership program in conjunction with another girls empowerment curriculum called \u003ca href=\"https://thesisteraccord.com/\" target=\"_blank\" rel=\"noopener\">Sister Accord\u003c/a>. Bell’s approach to her program is one that Girls Leadership has been pivoting to over the past year, in recognition that while a gendered approach to social and emotional skills is necessary in all contexts, how the curriculum plays out may be different in various communities.\u003c/p>\n\u003cp>The original Girls Leadership materials were designed with a white, middle-class lens. Some of it makes assumptions about people’s values and experiences. Marean says the organization is in the midst of a pivot to listen and learn from a diverse set of communities about how to make what they offer more effective in all contexts. Part of the shift revolves around recognizing the strengths different girls bring to any situation, and letting them lead the process of delving into specific experiences and scenarios they confront.\u003c/p>\n\u003cp>“Girls are dealing with a lot of the same things, no matter where they live,” Bell said, although she acknowledges young women growing up in poverty may have experiences they’d like to discuss in addition to the more universal ones. That’s why she works with student leaders in her groups to co-design the activities the Girls to Women facilitators use. In that process, Bell often looks at the scenarios offered by Girls Leadership, which can seem aimed at a white middle-class audience, and have students tweak them until they feel authentic.\u003c/p>\n\u003cp>For example, there’s a role-playing scenario where Jessica and Brittany are talking about spring break at basketball practice. Jessica says she’s going on vacation to Florida with Marybeth’s family, but Brittany has always spent vacations with Marybeth. That example didn’t feel very authentic to Bell or her students, so they changed the names and flipped the scenario in various ways to include a family with only one parent, or a girl who lives with her grandmother, or a girl who hasn’t ever been on vacation before. Sometimes Bell gives a group all the scenarios.\u003c/p>\n\u003cp>“I want them to see that addressing the conflict doesn’t use the same skills every time,” Bell said. She wants students to feel they have a variety of conflict resolution tools to rely on, no matter the situation.\u003c/p>\n\u003cp>One thing Bell wasn’t expecting was how powerful facilitating these conversations would be for herself and the other adult facilitators. Often the emotions, scenarios and strategies are ones adults can use, too, and perhaps never learned.\u003c/p>\n\u003cp>“One of the learnings is a lot of times when women don’t feel empowered to say what they really want to say, they just stop talking,” Bell said. She found an activity illuminating where she wrote down what someone said to her, and her response, along with what she really wanted to say. She began to reflect on how she could communicate more effectively about her emotions at work and in her personal life.\u003c/p>\n\u003cp>“We often speak our outside feelings instead of recognizing our inside feelings,” Bell said. For example, she might say, “I’m mad,” but the other person can’t do much with that. Underneath the feelings of anger are disappointment, fear, hurt or other emotions that can more effectively convey a possible next step to the other person.\u003c/p>\n\u003cp>Marean says Bell’s personal experience with the materials is common among the adults who bring their girls to Girls Leadership workshops. “We have to help the adults look at their own backgrounds and what were the gender expectations in their childhood, in their culture, in their socioeconomic background, because we’re not going to be able to help our girls if we can’t see it ourselves,” Marean said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schools across the country are beginning to recognize that social and emotional skills are important to lifelong success in school and beyond, but how to effectively teach those skills in school and at home is more of an open question. Schools like GALS and programs like Girls to Women and Girls Leadership make the case that while the same conflict resolution, communication, emotional intelligence and empathy skills are needed by all kids, regardless of gender, the ways kids experience the world are still different. As much as we’d like to believe the world is an equal place, with the same opportunities for everyone, the fact remains that context matters.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50485/how-empowering-girls-to-confront-conflict-and-buck-perfection-helps-their-well-being","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_21167","mindshift_21157","mindshift_20699","mindshift_20784","mindshift_1040","mindshift_20825","mindshift_20568","mindshift_943","mindshift_30","mindshift_825","mindshift_1038"],"featImg":"mindshift_50494","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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