Girly girl

scene of the popular girls walking down the center of the hallway. By placing myself in the center of the frame of the photograph to hope to capture that I’m the center of attention and that all focus is put on me, much like teen flicks do with these characters. “The tomboy,” is another popular character in the teen flicks. Movies with these characters are usually raised by their fathers and get along with these guys more. “Sam,” from A Cinderella Story, is raised by her father until he passes in

Let Girls be Girls In the article, “What's Wrong With Cinderella?”, mother and author Peggy Orenstein expresses utter concern for the increasing rise of the princess culture. From a personal stance (mother, feminist, and gender advocate) Orenstein forms valid assertions about the expansion of the princess image, and how it has influenced younger girls, including her three-year old daughters’. Moreover she displays negative impacts for the influential princess image and its capacity to affect the

Girls often get told they can’t do anything, they are a “waste” or we can’t play “boy” sports. These words are all too familiar to female athletes or let alone all females. When will the day come to when we can play the sport we enjoy to play without being discriminated against? Some girls, like me have played a “boys” sport. Boys always told me I am not good enough to play. “Girls can’t carry the same weight as males” (Collins). I played on a co-ed team for about four years, and I wasn’t the best

sexist. Despite the popularity of the Lego Friends sets, individuals found the sets to be offensive and discriminating towards females. The pink and purple colours with the fairy, princess or family figurines were said to be supposedly stereotyping girls. When compared to the boys Lego sets which incorporate themes such as super heroes, doctors and firefighters, the Friends line appears inferior. Ryan McMaken defends Lego’s gender marketing issue as he focuses on Lego primarily as a profit-seeking

“Boys” by Rick Moody and “Girl” by Jamaica Kincaid are similar, but completely different in ways. There are similar in ways like both stories talk about stereotypes of genders, but they are different because one talks about the stereotypes of girls and the other about boys. In “Girl” there is a conversation going on throughout the story between a mother and a daughter. She is telling her daughter how to act and what not to do in order to be a lady, while “Boys” there is a third person narrator.

Coming of age stories are a very relatable genre of literature. The underlying plot line in coming of age stories involve the main character, an adolescent, experiencing a pivotal event that changes their point-of-view on life (Peyette, n.d.). The event marks the adolescent’s transition into adulthood. The event can often be referred to as initiation. The stories are thought provoking and interesting to read because they contain numerous underlying messages and themes that can serve as tools to understanding

commonly known for boys to be better than girls. For years it’s always been a war against who’s better? Growing up its always been girls and boys could only participate and play with certain things. It was normally like girls would only be able to play with all the girly things while boys have play with all the boy things. Then, you have the perception where females have to only take part in the feminine activities. It was strong stereotypes were girls was only allowed to be cheerleaders, dancers

there seems to be an obvious separation between boys and girls items, for example, the birthday cards, books, clothes, and toys. This is shown in a variety of ways the boy's items are mainly the color blue and the books have pictures of either action figures, superheroes or tools. Whereas the girl's items are mainly the color pink. The books show pictures of fairies, princess, and Bratz. The cards also have the theme of the color pink for girls and blue for boys. The girl's cards have a lot of sparkles

help determine whether or not boys play differently than girls. On October 7th, at the Child Development Lab’s playground while the children were having playtime at 11 o’clock in the morning, I had the chance to observe thirteen boys and sixteen girls aged 3-4 years old. After observing, I was able to conclude that at the ages of three and four years old, boys and girls do not play differently; at the ages of three and four, both boys and girls play in rocks, on scooters, sing, and play with kitchen

is rising and continues to rise, but women hold very little of the available positions. Girls are no longer falling way behind boys in their math and science performance and the amount of jobs are increasing, yet girls are still discouraged from going down STEM paths. It is believed that the idea that women should not pursue STEM programs is silently placed into their heads from a very young age (1). Girls in elementary schools usually have male science and math teachers, which causes them to