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Abstract
While some believe there is little need to be concerned about girls in education, they continue to face such ongoing stereotyping, biases, and harassment that follow them into their careers. Shannon Andrus, Charlotte Jacobs, and Peter Kuriloff explore the current state of girls’ education and discuss importance of an intersectional lens that takes into account other identities, such as race, socioeconomic status, and sexual orientation. Using data from a large-scale qualitative study of girls and teachers, the authors recommend ways to address and overcome these obstacles, including the use of active gender consciousness in the classroom.
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