Why Computer Science Education for Girls?

Source: The Dottie Rose Foundation

“Technology is increasingly shaping our future and becoming more important in our daily lives. Once upon a time technology used to be something we chose to learn or play with – now it’s role is central in almost everything we do. It encourages more girls to improve their technology skills to boost their own future. Increasing technology knowledge makes girls more competitive.” – The Dottie Rose Foundation

We believe that afterschool programs are perfectly situated to advance the technology knowledge of girls. Below we share a blog post from the Dottie Rose Foundation entitled, Why Computer Science Education for Girls? 

At the Dottie Rose Foundation, we often get the question –  why computer science for our girls? 

The Bureau of Labor Statistics projects computer science  jobs will grow 19% by 2026. Yet, women only earn 18% of computer science bachelor’s degrees in the United States. Despite the high job demand, computer science remains a male-dominated field in the United States. According to Code.org – In North Carolina, there are currently 12,051 open computing jobs with an average salary of $109,439.

Computer science is more than just a set of digital skills; it is founded on problem solving with critical and creative thinking. It also teaches us how to think, learn and grow and adapt in a constantly evolving digital landscape. We are addressing the gender gap prevalent in the technology industry by ensuring that diverse perspectives are brought to the table. By providing our girls with access to quality computer science education, we empower them with the skills and knowledge needed to navigate and contribute to the rapidly evolving technology field. 

Computer science education for our girls is an investment in the future and cultivates a tech-savvy generation that will drive innovation and economic mobility in our community. Girls who receive computer science education are better positioned to pursue careers in fields such as software development, data science, and information technology. 

As educators, parents, and community members, we must collectively support, encourage and educate girls in the technology field. Embracing and empowering girls in the technology field not only addresses gender disparities but also enriches the entire community by harnessing the diverse talents and perspectives that contribute to innovation and economic growth in our communities.

 

MORE ABOUT...

The Dottie Rose Foundation is a non-profit organization. Their mission is to set the standard in computer science education while bridging the gender gap in the technology field. They envision a future where computer science education is accessible, inclusive, and equitable for all, regardless of gender, and a technology industry that values and benefits from the diverse perspectives and contributions of women. 

Designing Welcoming, Equitable, and Positive Girls' Sports Programs - 9 Tips

Source: Positive Coaching Alliance

Designing youth sports programs with girls central and in mind is key to making youth sports welcoming, equitable, and positive for all. Check out these nine tips! These tips are reposted with permission from Positive Coaching Alliance. 

1. Make It Girl-Centered

Over 90% of girls ages 7 to13 who play sports like (or love!) to participate. Younger and older girls, and young women really enjoy athletics. Presume girls are interested and want to play especially when programs are inclusive and accommodating.

2. Make It Intentional to Get All Girls in the Game

Black and Latinx girls enter sport at a later average age and leave sport earlier than their counterparts, affording girls of color an even narrower window of opportunity. Girls of color and girls in low-income
communities are getting fewer opportunities to play, yet want to play in greater numbers! Let’s include everyone.

3. Make It Responsive to Girls’ Interests

• Using simple surveys, small focus groups, and/or basic outreach to understand what sports girls want to play, and how, can help set up a lasting, successful program based on girls’ interests. For example, volleyball, soccer, and basketball are popular girls’ sports nationwide; check what girls want to play in your area.
• Many girls prefer and thrive in all girls’ athletic contexts whereas some girls like co-ed play – check with girls on what they prefer and offer that!
• Don’t assume what girls want to play or base offerings simply on what a coach knows / has coached/ what’s been historically offered. Ask and tailor programs.

4. Make It Safe (Physically)

Safety – Are the practice / game times, locations, facilities, and items like bathrooms safe
and accessible (corresponding to identity)? Simple steps like working lights, adult supervision, and safe, clear spaces help girls play.

Source: www.pexels.com

5. Make It Safe (Emotionally)

• Comfortable – Create fun, engaging sport routines so girls know what to expect.
• Belonging – Prioritize support and training for staff / coaches to use positive, gender-supportive language, names, and preferred pronouns, demonstrate empathy, and build connections with girls.
• Friends – Connections with peers is often a driver for participation. Use a buddy registration / team formation system so that girls can know one person, if preferred.
• Curb the Negative – Counter gender stereotypes that can limit girls’ participation. Ensure kids and adults near practice and game space use supportive language.
• Empathy – Coaches can listen to understand girls’ perspectives without judgment.

6. Make It Accessible

• Scheduling – Getting to practice / games is doable if scheduling and facilities are considered – e.g., have sports on / near campuses at ideal times, at a close-by park, and along public transit lines. Support carpools. Consider calendar conflicts.
• Cost – Cost impacts girls in starting and sticking with sport. Make offerings affordable and scholarships available – consider costs (league, equipment, transportation).

7. Make It Informed to Understand Barriers

Finding out what’s keeping girls from playing is key to designing inclusive, supportive, positive, girl-oriented programming. Common barriers easily overcome include:

• Not knowing how / when to sign up for sports programming
• Knowledge gaps re: sports
• Never having played before
• Gender inequity, such as girls’ teams / leagues / divisions getting “less”
• Attitudes of families, communities, and institutions impeding girls’ play
• Obligations (e.g., job to support family; caretaking of siblings)

Source: www.pexels.com

8. Make It Inviting to Break Down Barriers

• Use inviting, clear team, division, and league information for sign-ups; include images of girls actively playing in outreach materials.
• Explain rules and game to girls brand new to the sport; novices welcome!
• Ensure girls’ offerings are gender equitable (facilities, schedules, etc.)
• Share information with girls, families, and all re: why girls in sport benefit (ideally in multiple languages and in engaging ways).
• Offer practice / games when girls are available; explore childcare help for girls with family-oriented obligations.

9. Make It Collaborative With Girls

• Voice and Choice – Share power with girls to help design your program
• Effort, Learn from Mistakes, Mastery – Celebrate progress, not just outcomes
• Balance – Instill healthy competition and fun; mindful of girls’ range of motivations

Download the resource here.

For a full briefing paper on the importance of play, click here.

Check out our upcoming webinar on The Importance of Play in Afterschool. To learn more and register, click here.

How to Help Girls Develop Through Sports and Role Models

Source: www.pexels.com

By Sam Piha

There is an exploding interest in girls’ sports, as our understanding of the benefits grow. Through girls’ sports afterschool programs can promote leadership, engagement and personal empowerment.

“We know that sport is empowering, particularly for girls, and challenge gender norms. Sport participation offers girls an opportunity to build their self-esteem, courage and self-efficacy. It is a place where they can take up leadership positions and through sport programs girls' belief in their own ability increases. This translates into everyday life – it encourages them to take initiative, raise their voices and attempt things they never assumed were possible.

When community members see girls achieve in sport, they often recognize their potential to achieve in other domains.  Lastly, sport is a powerful tool and platform to strengthen social ties, networks, engage the community and promote positive messages. In short, wins on the field translate into wins off the field – One Win Leads to Another.” [1]

 

TIPS FOR DEVELOPING LEADERSHIP

According to Women Win, “Girls’ leadership can and should be an important part of program design. Developing the leadership abilities and opportunities within a program for the adolescent girl participants creates a pool of potential coaches, facilitators and female leaders for your sport programs. This, in turn, increases the potential for these girls to grow as leaders in their communities.

One of the most powerful ways to build leadership qualities in girls is to put girls in leadership roles. When girls are expected to lead others, they find power within themselves they might not know existed. This can come in the form of formal positions or informal relationships between girls. Creative program leaders and coaches find subtle ways to facilitate this process and support all forms of leadership.

• Be patient. Leadership is a skill that is developed over time. Ask girls what they are good at and how they want to build their skills and confidence. Encourage them to lead their own development.
• Allow girls to elect their own leaders.
• Highlight examples of good leadership.
• Let girls train others in sport-specific, practical and life skills.
• Show girls you value their opinions.
• Explicitly talk about and encourage discussions about leadership values to girls regularly.
• Lead by example as a coach or program leader.
• Support positive role modelling.
• Allow girls to choose if they want to fill leadership roles.
• Encourage girls to go out in community and be recognized.
• Reward acts of leadership with outward praise and formal honors.
• Reward exceptional performance with leadership roles.
• Give all girls opportunities to lead during practice, not just older, talented, non-disabled or more natural leaders.
• Constantly encourage goal setting and evaluation.
• Target inhibitors of leadership and address them, such as lack of confidence, peer pressure or poor mentoring.
• Seek to help every girl develop to her highest personal potential, as opposed to constantly criticizing or comparing girls to one another.
• Recognize quiet leadership in girls, those who are not outspoken or loud, but rather, those who will always run the extra lap with the slowest girl on the team.
• Create standards of what it takes to be a leader from both girls with and without disabilities

Personal empowerment and control are closely linked. Program partners report that when a girl feels like she has control over her body, her future and her environment, she begins to feel strong and powerful. It is important to give participants in your program some degree of control over the design of the program, especially when the intent of the program is to increase girls’ self-esteem. Girls are more likely to fully engage in activities that they help design.” [2]

Source: www.pexels.com

PROGRAM DESIGN: HOW TO ENGAGE GIRLS IN SPORTS 

• “Allow girls to choose paint colors and make decorations for the space where their sessions are held.
• Ask girls to vote on how they would like to be grouped for competitions, for example, by age, by region or by skill level.
• Give girls the choice of uniform colors and team names.
• Consult with girls and their families about time and duration of practices and training sessions
• Ask girls to create rules of conduct for sessions and penalties for breach of conduct.
• Pick a group of girls to interview and evaluate potential coaches.
• Ask girls which sport they would like to play.
• Ask girls which life skills topics they would like to discuss.” [3]

THE IMPORTANCE OF ROLE MODELS FOR GIRLS 

According to Women Win, “Girls are exposed to both positive and negative role models every day: a strong mother who stands up against domestic abuse or a female celebrity that uses her sex appeal to be popular. All of these people affect how a girl views her own potential. These are the people who girls use as references for whom they will become and whose behavior they will emulate.

Local examples provide more easily imaginable visions of success. A key component to presenting girls with role models is to make sure the success experienced by the role models is attainable and replicable in their minds. Research has shown that when individuals feel that the role model in front of them has attained a status unreachable to them, their presence can actually be demoralizing. If possible, find role models who exemplify an area in which girls have an interest and where they need help in personal development. Find a person who can share their personal experience with personal growth in that area. Men can certainly serve as positive role models; however, there is an inherent value in same-gender role modelling.” [4]

Source: www.pexels.com

Role Models: Some Tips

“A girl needs to see confidence, leadership and accomplishment in other women in order to envision herself with those qualities. A program designed to empower girls must provide powerful, positive role models. As program directors, it is helpful to expose girls to a diverse set of role models as consistently as possible. Strong role models can be women who are older, skilled athletes, coaches, community leaders, successful business people, celebrities, politicians, religious leaders, confident peers or any strong woman whose presence will resonate with the girls. Although there is power to showing girls women who are international heroines, there is also a power to exposing them to local people.” [5] -  Women Win

Women Win offers these tips to promote women role models: 

• “Organize events where role models speak to girls about their experiences.
• Try to pair up individual girls with older mentors with the intention of creating long-lasting relationships.
• Take girls to see athletic events with older participants. Arrange a meet-and-greet afterwards to allow girls to interact with players.
• Set up guest coaching sessions with successful coaches from your region.
• Ensure that all those in positions of power within the organization are serving as positive role models for participants.
• Seek role models outside of the sport arena. Invite a successful businesswoman or female politician to come to the program and speak to the girls.
• Consider inviting men or women with a disability to come speak, as they often have a powerful impact on girls with and without disabilities.
• Discuss the concept of “negative role modelling” with girls, i.e., simply because a person is successful does not mean that they are worthy of being a role model. Challenge girls to evaluate virtues, values and expectations related to these role models.” [6]

RESOURCES TO LEARN MORE

In addition to the resources that are cited in the end notes (below), we also recommend a few additional resources.

• Women’s Sports Foundation- Designing a Quality Girls’ Sports Program
• Women Win- Engaging Girls in Sport
• Women Win- Guides

END NOTES

[1] Women Win, Empowering Girls Through Sport

[2] Women Win, Developing Girls’ Leadership

[3] Women Win, Girl-Led Design

[4] Women Win, The Power of Role Models

[5] IBID.

[6] IBID. 

History of Gender- Specific Programs

The Cambridge YWCA Basketball Team, 1916. Photo courtesy of the
Cambridge Historical Commission, Gladys G. Boyce Collection.

In our examination of gender-specific programs, we thought it important to know the history and larger context.  According to Youth Today Staff, “Gender-specific programs have a long history in the U.S. Some of the earliest came out of the industrial revolution. Girls Inc., for example, began in 1864 in response to the needs of young women who flooded into the textile mills of New England. Poorly paid and with little opportunity for recreation, the young women benefitted from a place to gather and discuss common concerns. The Young Women Christian Association (YWCA), founded in 1858, and the Young Men’s Christian Association (YMCA), founded in 1844, formed in response to the bleak conditions faced by young factory workers in London.

In the early 1900s, single-gender scouting organizations began in England and quickly were adopted in the United States. The Boy Scouts of America was modeled on the British movement started by Robert Baden-Powell, which emphasized outdoor skills and the development of character. Juliette Gordon Low began Girls Scouts of the USA in 1912 to get girls out of isolated home environments and into active outdoor pursuits and community service. 

Today 
Today’s gender-specific programs are based on more recent ideas about the needs of boys and girls. The men’s movement that underlies Boys to Men was sparked by poet Robert Bly in the 1970s, with his book 'Iron John,' which sought to redefine masculinity. It came in the wake of the feminist movement’s redefinition of women’s roles.

Girls Inc., which in the 1950s focused on preparing young women to be wives and mothers, was influenced by feminism in the 1970s and shifted its focus to empowering girls.

Source: Girls Inc.

In 2009, a Boston organization, Build the Out-of-School Time Network (BOSTnet), took a look at the shifting debate around gender-specific programs and noted the new interest in single-sex education as well as the charge of a 'boy crisis' from the National Association for Single Sex Public Education, which has used the decreasing graduation rates of Hispanic and African-American males to argue for all-boys schools, based on research into biological differences. That research has been challenged by the American Civil Liberties Union and the National Organization for Women – even as all-girls’ schools organize to meet the different learning styles of girls.” [1]

Source: www.pexels.com

COMMON GOALS FOR PROGRAMS FOR GIRLS

In looking across girls’ programs, they have several goals in common:

• Help girls build confidence
• Help girls develop leadership skills
• Help girls explore STEM/STEAM
• Help girls navigate gender, economic, and racial barriers
• Help girls develop healthy habits for life

In future blogs we will discuss program strategies for achieving these goals. 

END NOTES:

[1] Youth Today Staff, Gender-Specific Programs Seen as Valuable Tools

Ways to Support Girls in STEM

 

“We know that women have been historically excluded from STEM and continue to be underrepresented in most STEM fields in higher education, apprenticeship programs, and the STEM workforce. As a result, various fields are deprived of women’s diverse perspectives, and many women are disproportionately excluded from lucrative and rewarding careers... There are a variety of factors that hinder and often exclude girls' and women's participation and access to STEM education and career pathways including stereotypes about STEM professionals and careers, curriculum that is personally and culturally irrelevant to girls, gendered messages and expectations from teachers, parents/caregivers, peers, the media and popular culture, and lack of access to relatable women role models and mentors.” [1]

WHAT IS STEM AND STEAM?
The acronym STEM stands for science, technology, engineering and mathematics. According to the National Science Teachers Association (NSTA), “A common definition of STEM education […] is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy.” [2]

 “STEAM stands for science, technology, engineering, arts and mathematics. The difference is that arts are included, ranging from visual arts, language arts and physical arts to music and more. STEAM focuses on sparking imagination and creativity through the arts in ways that naturally align with STEM learning.” [3]  

Below is a guest blog from Amanda Sullivan, Senior Researcher at National Girls Collaborative Project (NGCP). She brings over a decade of experience in education, research, and advocacy for girls in STEM to her role as Senior Program Developer at NGCP. She is passionate about breaking gender stereotypes and providing all children with equal access and opportunities to succeed within (and beyond) STEM from an early age. You can view this original publication here.  

10 Ways to Support Girls in STEM

1. Have Fun – STEM is often seen as serious business (and sometimes it is). But STEM can also be playful, messy, silly, artsy, and above all, FUN!  

2. Support Curiosity – STEM fields are about asking questions – not having all the answers! Preschool children ask their parents about 100 questions a day and between ages 2-5 years kids ask a total of around 40,000 questions. But as kids grow up, they stop asking so many questions. 

At around age 5 (right when most kids are starting formal schooling) the questions they ask drop steeply. Their curiosity is often stifled by the need to cover academic content. In the new year, educators and caregivers can vow to find time for asking questions and fostering intellectual curiosity. Learn specific strategies for supporting intellectual curiosity here. Ready to get started fostering curiosity? Try exploring Curiosity Camp, a free interactive, multi-platform experience of video "campisodes" paired with DIY activities, curriculum, and more created by GoldieBlox, an IF/THEN Initiative® coalition member.  

3. Learn About Diverse Role Models – Exposing girls and young women to diverse STEM role models helps to dispel stereotypes about who can succeed in STEM. In the new year, make a plan to introduce girls to STEM role models from a variety of career fields. Not sure where to find a role model? Check out FabFems, an international database of women in STEM managed by the NGCP. The women in this database are passionate about serving as role models and helping spark career interest and awareness. The IF/THEN® Collection from Lyda Hill Philanthropies is another useful resource. The IF/THEN® Collection is a free digital library with photos, videos, posters, activities, and other assets featuring diverse women STEM innovators — all available for educational and other non-commercial use.

Source: National Girls Collaborative Project

4. Find Science Near You – Sometimes creating your own event or program is daunting. Luckily, there are online resources available to help you find STEAM programs and events near you! Connected Girls, for example, is a free, curated directory of girl-serving STEAM opportunities. NGCP manages Connected Girls in partnership with Science Near Me, an NSF-funded resource with the goal of helping anyone — anywhere in the U.S. — participate in engaging science, technology, engineering, and math that matters. We hope to see you at a great STEAM event near you in 2023!  

5. Think Beyond the Hour of Code – Many of us in the STEM education world try to explore coding during Computer Science Education Week in December through an Hour of Code activity at school or in informal learning settings. In 2023, make a resolution to think beyond the Hour of Code and find natural ways to integrate coding into your STEM programming throughout the year. Free resources like Scratch and Microsoft MakeCode are great for use with older children and teens (check out this NGCP blogpost for tips on using MakeCode). Meanwhile, free programming apps like ScratchJr and PBS Kids ScratchJr are perfect for younger children around ages 5-8.  

Source: Amazon

6. Read STEM-themed books – STEM-themed books are a wonderful way to begin having conversations with children about STEM. They also provide the opportunity to reflect diversity in STEM in much the same way as movies and digital media. The stories that we share should aim to be reflective of the diversity we hope to see in STEM, and as diverse as the world we live in. Try reading aloud STEM picture books with female protagonists like Rosie Revere Engineer and Ada Twist Scientist by Andrea Beaty. You can find a long list of diverse STEM picture books for elementary students here. The website A Mighty Girl, which is dedicated to curating collections of books, toys, and media for inspiring smart and confident girls, also has a great list of books related to science and technology.  

7. Explore STEM-themed toys – One way to start early with STEM learning is through exploration of STEM-themed toys. With all the STEM toys out there, it can be difficult to choose the best ones. One great resource to guide you is the Toy Association’s ‘STEAM Toy Assessment Framework’, which defines and details specific characteristics of a good STEAM (science, technology, engineering, arts, and math) toy for various age groups. You can learn more about using this framework in practice in the recording of our webinar ‘the Genius of Play and STEAM.’ Toys can also be a catalyst to break stereotypes. Find out how in the blog post ‘How Toys Can Help Break Stereotypes and Support STEAM Learning.’

8. Include the Arts – Art and design play a big role in many technical and scientific fields. The arts can also make STEM more appealing to students who do not already identify with the sciences. This is where STEAM comes in. The ‘A’ of arts in STEAM can refer to the whole spectrum of the liberal arts including music, history, dance, painting, and more. Not sure where to start with STEAM? Check out the STEAM Playbook, created in partnership between NGCP and the Toy Association’s Genius of Play initiative. This free playbook includes a collection of play ideas and ready-to-use activities to help you spark children’s interest in STEAM.  

9. Start Early Addressing Stereotypes – Stereotypes about gender and aptitude for STEM begin to develop as early as preschool. There are many ways to prevent and counter STEM stereotypes with young children, but the most important thing is just to get started! Early exposure to fun and playful science projects, sensory explorations, unplugged coding interfaces and more can be a wonderful way to pique girls’ interest in STEM from an early age. Learn specific strategies and resources for reaching young children in the recording of our webinar, ‘Addressing STEM Stereotypes with Young Children.’ You can also check out the blog post, ‘5 Ways to Counter STEM Stereotypes with Children and Youth’ for more tips.   

10. Watch a STEM Girl-Powered Movie – As the weather gets colder, many of us look forward to getting cozy and watching a movie. Try to include more media that features girls and women in STEM in your movie marathons. A study by the Geena Davis Institute on Gender in Media found that girls are more likely to pursue STEM careers when they see portrayals of women as scientists, programmers, or engineers – it’s called the ‘Scully Effect.’ 

Source: Hidden Figures

Not sure what to watch? Hidden Figures, an inspiring film based on the true story of African American women working at NASA during the early space program, is a great choice for older youth and young adults. When watching digital media with younger children, try shorter animated shows like Ada Twist Scientist, the playful story of three friends working together to make discoveries. Find a longer list of film suggestions here.   

Source: National Girls Collaborative Project

Join us on March 7, 2025 for an important discussion and presentation on ways afterschool programs can better serve the needs of girls. To learn more about this webinar topic and to register, click here.

 

MORE ABOUT... 

Amanda Sullivan (she/her) is a Senior Researcher for the National Girls Collaborative Project. She brings over a decade of experience in education, research, and advocacy for girls in STEM to her role as Senior Researcher at NGCP. She is passionate about breaking gender stereotypes and providing all children with equal access and opportunities to succeed within (and beyond) STEM from an early age. Amanda is the author of the book Breaking the STEM Stereotype: Reaching Girls in Early Childhood and co-author of the ScratchJr Coding Cards: Creative Coding Activities for Children 5+.  

National Girls Collaborative Project: Today’s STEM experiences lack diversity. Entire groups of youth do not identify with the field. To change this dynamic, their work empowers providers, educators, leaders, and youth, themselves. NGCP believes STEM (science, technology, engineering, and math) skills can be acquired by anyone, and fostered in everyone. Their initiatives build confidence and create a community of “lifelong STEM activators.” Through the power of collaboration, they spark curiosity and develop a passion for STEM. They also strengthen the capacity of programs by producing and sharing exemplary practices, research, and program models.

END NOTES:

[1] Kata Lucas, National STEM Day: Stand with Girls and Women

[2] National Inventors Hall of Fame, Why is STEM Hard to Define?

[3] National Inventors Hall of Fame, The STEM vs. STEAM Debate

Girls, Social Media and Mental Health (Part 2)

Source: www.unsplash.com

By Sam Piha

This is one blog in a series of blogs regarding the issue of social media and youth mental health. 

Body Image





“It ultimately really affected my body image, my perception of what was considered beautiful or accepted into society. But the only thing I was getting out of social media was feeling fatigued, or I would feel sad.” [i] - Lea Nepomuceno, 18, a freshman at George Washington University

 

According to Reagan Lord, “In the digital era, social media has become an integral part of teenagers’ daily lives. With the click of a button, they can access a world of curated images and videos that often depict idealized versions of beauty and perfection. As a result, many young people find themselves comparing their own bodies to those of influencers and celebrities, leading to feelings of inadequacy and low self-esteem. In this blog post, we will explore the ways in which social media can impact teenagers’ body image and discuss strategies for promoting a healthy self-image in today’s online world.



Source: Ruling Our
Experiences (ROX)

Social media has a profound influence on teenagers’ body image, often perpetuating unrealistic beauty standards that can lead to negative self-perceptions and mental health issues. However, by raising awareness of these risks and implementing strategies to promote a healthy body image, we can help young people navigate the digital world with confidence and self-assurance. It is essential for parents, educators, and society as a whole to prioritize the well-being of teenagers and provide them with the tools they need to develop a positive relationship with their bodies. By fostering a culture of self-acceptance and authenticity, we can empower the next generation to embrace their uniqueness and value themselves for who they are, rather than how they appear online.” [ii]

KidsHealth.org offers the following advice: 

 

“How Can I Accept the Way I Look?:  Some people think they need to get in better shape to have a good body image. They think, “When I get in better shape, I’ll like my body.” But it’s best to start the other way around. Accept yourself first. Here are ways to do that:

• Realize that nobody’s perfect. Everyone has "flaws," even people with seemingly ideal figures. So, see your body the way it is rather than the way you want it to be.
• Don’t body-shame yourself. When you make harsh comments about your own body, it harms your self-esteem. That’s true whether you say something out loud or think it to yourself. It can hurt as much as if someone else said it. So be kind and respectful to yourself. Ask, “Would I talk this way to my best friend?” Treat yourself like a good friend would.
• Don’t compare yourself with other people. The saying goes “comparison is the thief of joy.” Find things to like about your own body and be thankful for all the great things it can do.
• Accept compliments. When someone gives you a compliment, say “thank you” instead of not believing what’s being said. 

“How Can I Like My Body?:  When you accept your body, it’s possible to learn to love (or at least like) what you have. Here’s how:

• Find things to like about your looks. Every time you look in the mirror, find at least two things you like about yourself. Maybe your hair, face, or hands. What about your shape, shoulders, or legs? Your eyes or smile? Make a habit of telling yourself what you like and why. If you get stuck, ask someone who cares about you, like a good friend or trusted adult. Know that there’s lots to like about you. Let yourself feel good.
• Focus on what your body can do. There’s more to your body than your looks. When you play a sport, walk, run, dance, or swim — that’s your body in action. Your body is there for you when you stretch, reach, climb, or jump for joy. It also allows you to you carry and build things, and give someone a hug. Be amazed and thankful.
• Be aware of your body. Pay attention to your body as you go through the day. Enjoy the way it feels when you walk, run, and play. Listen to it when it needs food or rest. Things like yoga can help you observe your body more closely, teaching you to pay attention to how you breathe and move.” [iii]

“People try to make you feel bad about what you’re doing or how you look.” [iv] – Teen girl 

 

Source: www.pexels.com

Photo Filters

According to the Boys & Girls Club of America, “Teens are inundated daily by digitally manipulated images. For instance, more than 69% of U.S. teens use Snapchat2, a multi-media instant photo messaging app known for its image filters. Instagram, Facebook and Twitter also offer various forms of photo enhancements. And, there are hundreds of photo editing apps, like Facetune and Picsart, that take these editing capabilities even further. It’s no surprise that 80% of girls say they’ve downloaded a filter or used an app to change the way they look in photos by the time they’re 13 years old.

One of the many problems with image filters is that young people scrolling through their social feeds often don’t know they’re being used, mistaking enhancements and airbrushing as reality. A 2017 study in the journal Cognitive Research: Principles and Implications found that subjects only correctly identified manipulated images 60% to 65% of the time3. The pervasiveness of digitally-altered images is now having a profound impact on girls’ expectations and understanding of societal beauty standards and how they see themselves.” [v]

“Research conducted by the Dove Self-Esteem Project in 2020 revealed startling insights:

• 80% of girls have downloaded a filter or used an app to change the way they look in photos by age 13.
• 67% of girls try to change or hide at least one body part/feature before posting a photo of themselves.
• 59% of girls with lower-reported body-esteem regularly distort their photos before posting them on social media.
• 37% of girls say they don’t “look good enough” without any photo editing.” [vi]



“With the rise of social media, digital distortion is now happening on a much bigger scale, by younger people, without regulation…when editing apps are used to digitally distort images to conform to unrealistic beauty standards that cannot be achieved in real life, it can damage young people’s self-esteem. Dove wants to highlight this issue and provide tools to parents and caregivers to help young people navigate social media in a positive way.” [vii] —  Firdaous El Honsali, Global Communications & Sustainability Director, Dove 

Source: ROX

“Their experiences are beginning to reveal to them the various ways that social media has impacted their relationships, confidence, body image and decisions and they don't want that same experience for their younger peers or siblings. ... As adolescent and teen girls spend more time on social media platforms, constantly exposed to information and feedback from others about their appearance, successes, failures, conflicts, and more, life challenges that may have been minor blips can become magnified and take a toll on their well-being.” [viii] - Lisa Hinkelman, founder and CEO of Ruling Our eXperiences, a nonprofit focused on research and programming about girls. 

To read and download our briefing paper, Social Media and Youth Mental Health, click here.

To watch our webinar on this topic, click here. 

END NOTES

[i] The Associated Press, In Their Own Words: What Young People Wish They’d Known About Social Media

[ii] Reagan Lord, The Impact of Social Media on Teenagers’ Body Image

[iii] Kidshealth.org, Body Image and Self-Esteem

[iv] Monica Anderson, et. al., Connection, Creativity and Drama: Teen Life on Social Media in 2022

[v] Boys & Girls Club of America, Digital Distortion: How Filters are Changing the Way Girls See Themselves

[vi] Boys & Girls Club of America, #TheSelfieTalk: A Must-Have Conversation with Kids in the Digital Age

[vii] IBID.

[viii] Suzanne Blake, Teens Willing To Give Parents Control of Their Social Media

Girls, Social Media and Mental Health (Part 1)

Source: www.pexels.com

By Sam Piha

This is one blog in a series of blogs regarding the issue of social media and youth mental health. 

Teenage girls are already more likely to suffer from mental health issues than boys.

“Teen girls are more likely than teen boys to cite certain negative experiences on social media.” [i] 

“With so many of their daily struggles now playing out on social media, young girls’ mental health and self-confidence have taken a major hit over the past six years, a new survey of thousands of girls suggests.” [ii] 

Source: Ruling Our Experiences

The 2023 Girls' Index from Ruling Our Experiences (ROX) found a staggering connection between social media use and lower confidence in teenage girls. And rates of extreme sadness and depression increased for girls in every grade alongside their social media usage.

“Like just about every other 13-year-old, Riley [in ‘Inside Out 2’] has a smartphone. We see her using it to take selfies, but the coach at the hockey camp takes all the phones away at the beginning of the weekend (Go, coach!). If Riley has this much anxiety without a phone, imagine what she would be like if she were constantly checking one. It is perfect that the only emotion associated with her own device is Ennui. Because, frankly, ennui was really not an emotion associated with teenagers until fairly recently.” [iii] - Naomi Schaefer Riley, a senior fellow at the American Enterprise Institute, reviews Disney’s ‘Inside Out 2’

“The harms from social media were more apparent in teen girls, of which 45 percent said they felt overwhelmed by the drama, and 28 percent said they felt worse about their own lives, compared to just 18 percent of boys.” [iv]

“Nearly every girl who responded to the survey said they use social media to some degree, including 95 percent of 5th graders, and 46 percent reported spending six or more hours per day on social media platforms. For 5th and 6th graders, the median amount of time they spent on social media has more than doubled since 2017.” [v] 

According to ROX, “with technology and social media becoming an ever-present reality, it is important to understand how technology is related to other aspects of girls’ lives. We asked girls about the time that they spent using technology (computers, tablets, phones, video games, etc.) as well as the time they spent engaged specifically with social media. 

ROX, in a survey of over 17,500 girls, grades 5-8, found that “girls who spend the most time using technology were also the most likely to: 

• Say they are sad/depressed nearly every day 
• Want to change their appearance 
• Not participate in sports, band, theatre, arts or other extra-curricular or enrichment activities 

We also learned that social media use is related to girls’ perceptions of their relationships with others. Specifically, girls who spend the most time on social media were also less likely to: 

• Trust other girls 
• Have supportive friends and adults to talk to about serious issues 
• Enjoy coming to school 

While there is much more to explore about these relationships, it is clear that increased use of technology and social media is related to some personal and relationship challenges for girls.” [vi]

Source: Ruling Our Experiences (ROX)

Source: Ruling Our Experiences (ROX)

According to ROX, “The Girls' Index found a staggering connection between social media use and lower confidence in teenage girls. And rates of extreme sadness and depression increased for girls in every grade alongside their social media usage.” [vii]

To read and download our briefing paper, Social Media and Youth Mental Health, click here.

To watch our webinar on this topic, click here. 

END NOTES

[i] Monica Anderson, et. al., Connection, Creativity and Drama: Teen Life on Social Media in 2022
[ii] Caitlynn Peets, The State of Girls’ Mental Health and Self-Confidence, in Charts
[iii] Naomi Schaefer Riley, Looking at Riley’s Outer World in ‘Inside Out 2’
[iv] Suzanne Blake, Teens Willing To Give Parents Control of Their Social Media
[v] Caitlynn Peets, The State of Girls’ Mental Health and Self-Confidence, in Charts
[vi] Ruling Our Experiences (ROX), The 2023 Girls’ Index
[vii] IBID.

How Do I Use Kidpower If I am Distance Learning?

By Guest Blogger Annika Prager, Go Girls!

Annika Prager, GoGirls!

Thank you to Kidpower Teenpower Fullpower International for permission to use portions of their exceptional safety and empowerment programs in this post and in GoGirls programs. Kidpower is the global nonprofit leader in ‘People Safety’ education – an international movement of leaders reaching millions of people of all ages, abilities, genders, identities, and walks of life with effective, culturally-competent interpersonal and social safety skills. To learn more, visit https://kidpower.org

Here are some tips on how to use all the Kidpower safety powers that we've taught this summer at Go Girls! at Home to help with the Back-To-School transition. 

KIDPOWER FOR BACK-TO-SCHOOL

This Fall you may be meeting with youth participants on Zoom or Google Classroom or maybe the program is engaged in hybrid learning (a mix of online and in-person). No matter what your Back-To-School plans look like these tips will help youth stay safe and have more fun this fall!

Calm and Confident Bodies: Paying attention to Zoom or Google Classroom can be so challenging. Doing school and afterschool from home is not as easy as it may sound. If your youth are anything like me, they probably find themselves getting distracted by every little thing. This is a time when they can use Calm and Confident Bodies. Calm and Confident Bodies means sitting upright with a straight back and head held high. It also means taking a deep breath when they need it. Invite your participants to try to return to their Calm and Confident Body when needed.

Source: Kidpower

Awareness Power: Awareness Power means being “aware” of your feelings! It can mean being aware of how your body, mind, and spirit are feeling. During online learning, you can invite your youth to use this power to help them notice what their body needs. Maybe they need a break? Maybe they need to stand up and stretch? Maybe they need help from a grown-up because their Zoom screen froze? Only they know what they need. At GoGirls Camp, we teach our participants that they have the power to ask for help when they need it.

Mouth Closed Power: When we are in-person, or sometimes even over video, Mouth Closed Power is a reminder to press your top lip against your bottom lip. This power can help youth remember to only speak when it is their turn. It can also help them pause and not say mean words that will make a problem bigger. Mouth Closed Power can even help them remember to take a breath and return to their Calm and Confident Bodies. But what does all this have to do with Back-To-School in a pandemic? Easy! Mouth Closed Power is that little button on the bottom of the screen that says “Mute/Unmute.” They can use this Zoom or Google Classroom feature in all the same ways they would use Mouth Closed Power in-person!


STOP! Power: We always have the power to say “Stop.” From wherever they are, youth can practice building a fence with their hands and saying stop. Beautiful! STOP! Power is perhaps the most powerful of all powers! Instructing your youth to use a loud and proud voice will ensure that others know to bother them less and believe them more. Just because they may be social distancing or distance learning does not mean that their powers are weaker. In fact, they are more important than ever. You can remind your youth participants they have the power to say “STOP,” they have the power to say “Please stop I don’t like that,” and they have the power to say “Stop or I will ask for adult help!”


Source: GoGirls Camp!

Walk Away Power: Last but not least, your youth can still use their Walk Away Power even when distance learning. Walk Away Power means getting the space they need when a safety problem arises. It can mean literally moving out of reach or it can mean turning off their camera or the chat feature to distance themselves from a safety problem. Remind youth they always have the power to ask help from an adult. 

As schools prepare to re-open, afterschool program staff need to consider the experiences of youth who have been away from school and their friends due to the COVID-19 pandemic. We know these vary greatly depending on family income and racial/ ethnic background. What are young people's needs? What should we, as afterschool staff, do to help youth thrive when they return to afterschool programs post COVID? How might we build back school and program culture and a sense of "family" spirit and connection in our afterschool programs? Join Stu Semigran and a panel of afterschool program experts to learn how best to help youth thrive as they return to school and afterschool. To get more information and to register for our next Speaker's Forum, click here.

Annika Prager (they/them) has been with GoGirls Camp! for four Summers. Annika is currently studying Theatre and Women & Gender Studies at Hunter College. When they aren’t teaching at GoGirls Camp, Annika is directing, designing, writing, and acting in plays.