Engaging Girls: Identity Construction, Leadership Development, & Inclusive Social Interactions

The efforts of teachers at a middle school to promote social inclusion among 7th and 8th grade girls is discussed. The ideology of the teachers in regard to social inclusion is rooted in a belief that it is sufficient and desirable to address exclusionary in-group and out-group dynamics by enforcing a practice of eliminating overt social exclusion. This approach is compared to an "ontological" alternative to addressing peer relations, which prioritizes the “events of being” in the lives of children within dialogue, granting children the opportunity to reflect upon their ongoing judgements in response to these events.

This presentation will discuss a qualitative study that examined the effects of a little sister–big sister book club on girls attending a two-week residential camp in a suburb of a major metropolitan area on the east coast of the United States. Participants were female campers, between the ages of seven and fourteen, from low socioeconomic backgrounds. Data included transcripts of recorded camper interactions, observations, and counselor focus groups to explore the effects of a book club program. Data analysis showed improved engagement and leadership for big sisters.