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"Who am I?": The Gender Identity Formation and Peer Group Relations of Early Adolescent Girls

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dc.contributor.advisor Milden, Randy Levy, Andrea Gail 2014-03-18T15:43:40Z 2014-03-18T15:43:40Z 1997
dc.description.abstract Early adolescence is the time when biological, cognitive, and psychosocial pressures multiply, particularly for girls. This research explored gendered identity development and peer group relations among seventh grade girls. Specifically, we examined the idea of "the popular girl" as a symbol of the cultural female stereotype, and how girls identified themselves in relation to that concept. 20 girls participated in this study, completing objective assessments of perceived competence, sex role identification, and sex role attitudes. They also responded to a projective questionnaire designed to measure these same features. Following an initial assessment, girls participated in an intervention where they read either a traditional or progressive girls' magazine, and responded to it in group discussion. It was predicted that girls who read the progressive magazine would become more critical of their social worlds in a post-intervention test, while mainstream girls would not change. Results indicated only partial support of the intervention, but a clinical assessment of the responses demonstrated the need for more educational programs for girls like that performed in the present study.
dc.description.sponsorship Haverford College. Department of Psychology
dc.language.iso eng
dc.subject.lcsh Teenage girls -- Identity
dc.subject.lcsh Gender identity
dc.subject.lcsh Peer pressure in adolescence
dc.title "Who am I?": The Gender Identity Formation and Peer Group Relations of Early Adolescent Girls
dc.type Thesis
dc.rights.access Haverford users only

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