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The author of the groundbreaking work Slut! explores the phenomenon of slut-shaming in the age of sexting, tweeting, and “liking.” She shows that the sexual double standard is more dangerous than ever before and offers wisdom and strategies for alleviating its destructive effects on young women’s lives. Young women are encouraged to express themselves sexually. Yet when they do, they are derided as “sluts.” Caught in a double bind of mixed sexual messages, young women are confused. To fulfill the contradictory roles of being sexy but not slutty, they create an “experienced” identity on social media-even if they are not sexually active—while ironically referring to themselves and their friends as “sluts.” But this strategy can become a weapon used against young women in the hands of peers who circulate rumors and innuendo—elevating age-old slut-shaming to deadly levels, with suicide among bullied teenage girls becoming increasingly common. Now, Leora Tanenbaum revisits her influential work on sexual stereotyping to offer fresh insight into the digital and face-to-face worlds contemporary young women inhabit. She shares her new research, involving interviews with a wide range of teenage girls and young women from a variety of backgrounds as well as parents, educators, and academics. Tanenbaum analyzes the coping mechanisms young women currently use and points them in a new direction to eradicate slut-shaming for good.
Young women today are encouraged to express themselves sexually. Yet when they do, they are derided as "sluts." Caught in a double bind of mixed sexual messages, they're confused. To fulfill the contradictory roles of being sexy but not slutty, they create an "experienced" identity on social media—even if they are not sexually active—while ironically referring to themselves and their friends as "sluts." But this strategy can become a weapon used against young women in the hands of peers who circulate rumors and innuendo—elevating age-old slut-shaming to deadly levels, with suicide among bullied teenage girls becoming increasingly common. Now, Leora Tanenbaum—senior writer and editor for the Planned Parenthood Federation of America, author of the groundbreaking work Slut!, and the writer who coined the term slut-bashing—revisits her influential work on sexual stereotyping to offer fresh insight into the digital and face-to-face worlds contemporary young women inhabit. She shares her new research, involving the experiences of a wide range of teenage girls and young women from a variety of backgrounds as well as parents, educators, and academics. Tanenbaum analyzes the coping mechanisms young women currently use and points them in a new direction to eradicate slut-shaming for good.
Girls may be called "sluts" for any number of reasons, including being outsiders, early developers, victims of rape, targets of others' revenge. Often the labels has nothing to do with sex -- the girls simply do not fit in. An important account of the lives of these young women, Slut! weaves together powerful oral histories of girls and women who finally overcame their sexual labels with a cogent analysis of the underlying problem of sexual stereotyping. Author Leora Tanenbaum herself was labeled a slut in high school. The confessional article she wrote for Seventeen about the experience caused a sensation and led her to write this book.
A trenchant case for the use of public shaming as a nonviolent form of resistance, Is Shame Necessary? explores how one of society s oldest tools can be used to promote large-scale political change and social reform. Examining how we can retrofit the art of shaming for the age of social media, Jennifer Jacquet shows that we can challenge corporations and even governments to change policies and behaviors that are detrimental to the environment. Urgent and illuminating, Is Shame Necessary? offers an entirely new understanding of how shame, when applied in the right way and at the right time, has the capacity to keep us from failing our planet and, ultimately, from failing ourselves."
Details the investigation and trial of a group of popular high school boys from the affluent suburb of Glen Ridge, New Jersey, accused of gang raping a retarded teenaged girl
An avalanche of recent newspapers, weekly newsmagazines, scholarly journals, and academic books has helped to spark a heated debate by publishing warnings of a “boy crisis” in which male students at all academic levels have begun falling behind their female peers. In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools—one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially “smart”? Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the “gender gap” in achievement.
Sex education, since its advent at the dawn of the twentieth century, has provoked the hopes and fears of generations of parents, educators, politicians, and reformers. On its success or failure seems to hinge the moral fate of the nation and its future citizens. But whether we argue over condom distribution to teenagers or the use of an anti-abortion curriculum in high schools, we rarely question the basic premise--that adolescents need to be educated about sex. How did we come to expect the public schools to manage our children's sexuality? More important, what is it about the adolescent that arouses so much anxiety among adults? "Teaching Sex" travels back over the past century to trace the emergence of the "sexual adolescent" and the evolution of the schools' efforts to teach sex to this captive pupil. Jeffrey Moran takes us on a fascinating ride through America's sexual mores: from a time when young men were warned about the crippling effects of masturbation, to the belief that schools could and should train adolescents in proper courtship and parenting techniques, to the reemergence of sexual abstention brought by the AIDS crisis. We see how the political and moral anxieties of each era found their way into sex education curricula, reflecting the priorities of the elders more than the concerns of the young. Moran illuminates the aspirations and limits of sex education and the ability of public authority to shape private behavior. More than a critique of public health policy, "Teaching Sex" is a broad cultural inquiry into America's understanding of adolescence, sexual morality, and social reform.

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