| |
| |
Preface | |
| |
| |
| |
Introduction | |
| |
| |
| |
Theoretical Issues | |
| |
| |
Adolescence as a Period of Crisis | |
| |
| |
Middle-Class White Girls | |
| |
| |
Research beyond the Dominant Group | |
| |
| |
The "Other" | |
| |
| |
"Acting White" | |
| |
| |
Evidence from Statistical Research | |
| |
| |
Dichotomous Thinking and Objectification in | |
| |
| |
Western Culture | |
| |
| |
Mind/Body Dualism in the Service of Male Superiority | |
| |
| |
"Body-Image" Research | |
| |
| |
Body as Object | |
| |
| |
Pathologizing Girls' Experiences | |
| |
| |
Normalization | |
| |
| |
Understandings of the Body from Feminism | |
| |
| |
Constructions of Health | |
| |
| |
Traditional Views on Health | |
| |
| |
Health as a Complex Phenomenon | |
| |
| |
| |
Working with the Girls | |
| |
| |
Selecting Collaborators | |
| |
| |
Nurturing Conversation | |
| |
| |
Understanding What the Girls Had to Say | |
| |
| |
Ethical Struggles | |
| |
| |
| |
Getting to Know Others Personally | |
| |
| |
| |
Reciprocity in Sharing Stories | |
| |
| |
Summary | |
| |
| |
| |
"Fashion In" and "Fashion Out" | |
| |
| |
Images of Fashion | |
| |
| |
"Fashion In" and "Fashion Out" | |
| |
| |
"Healthy Hair" | |
| |
| |
"The Right Clothes and Shoes" | |
| |
| |
"Body Shape" | |
| |
| |
Being Feminine | |
| |
| |
Reflections | |
| |
| |
| |
"Being Noticed" | |
| |
| |
From True Self to Subjective Identity | |
| |
| |
"Being Noticed" | |
| |
| |
Attracting the Boys | |
| |
| |
Costs of the Lack of Beauty | |
| |
| |
Costs of Beauty | |
| |
| |
Assaults and the Lens of White Supremacy | |
| |
| |
Resisting Oppressive Forms of Enculturation | |
| |
| |
Dauntai | |
| |
| |
Alysa | |
| |
| |
Nicole | |
| |
| |
"To Look Better" | |
| |
| |
Experiencing the Body through Dominant Cultural Storylines | |
| |
| |
Resisting Oppressive Forms of Enculturation | |
| |
| |
Reflections | |
| |
| |
| |
"Color-Blind" | |
| |
| |
Noticing Difference, Pride, and Other Acts of Resistance | |
| |
| |
Dress | |
| |
| |
Body Shape | |
| |
| |
Hair | |
| |
| |
Language | |
| |
| |
The Lens of White Supremacy | |
| |
| |
Hair and Skin Color | |
| |
| |
Internalizing Cultural Representations of Blacks | |
| |
| |
"Talking Right" | |
| |
| |
Alysa's Color Blindness | |
| |
| |
A "Color-Blind" Researcher | |
| |
| |
| |
Nurturing Critique and Agency | |
| |
| |
Traditions for Critique and Agency | |
| |
| |
Supporting Critique and Nurturing Agency | |
| |
| |
Tapping the Girls' Interests | |
| |
| |
Active and Respectful Listening | |
| |
| |
Strategic Questioning | |
| |
| |
Creating Safe Spaces for Conversation | |
| |
| |
Encouraging Imagination and Hope | |
| |
| |
If We Couldn't See | |
| |
| |
"Try to Imagine What a World Could Be Like..." | |
| |
| |
Suggestions for Future Curriculum | |
| |
| |
Integrating Curriculum | |
| |
| |
Bibliography | |