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Mark my words
Descriptive
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Text
TitleInfo
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Title
Mark my words
SubTitle
girls' voice development in the high school leadership program
TitleInfo
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Title
Girls' voice development in the high school leadership program
Identifier
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ETD_2072
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051984
Language
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eng
Genre
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theses
Subject
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Topic
Women's and Gender Studies
Subject
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(authority = ETD-LCSH)
Topic
Leadership--Study and teaching
Subject
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(authority = ETD-LCSH)
Topic
Leadership in girls
Abstract
In this master’s thesis, I examine the High School Leadership Program, a semester-long leadership development program for young women at the Institute for Women’s Leadership at Rutgers University, as a site of voice development and thus empowerment for girls. As I argue throughout this thesis, by providing young women with the opportunity to explore, develop, and use their voices, and nurturing an understanding of how voice can be used for action and social change, the HSLP provided girls with a space in which they could take emotional risk, thereby learning more about who they are and their personal and professional goals.
Following a literature review and description of my data, I build my argument by investigating what I believe to be the three program components key to nurturing girls’ voice development and agency: a feminist community with a network of role models, advocates, and supportive feedback; the exploration and articulation of inner voice, informed by an oppositional consciousness as well as alternative definitions of leadership; and the embodiment, enactment, and expression of girls’ personal values and goals. In these investigations, it is my intention to show that through the exploration and expression of personal voice, girls better define their sense of personal agency and better envision themselves as leaders in the community. Through and as a result of this work, girls also begin to affirm their position as a force to be heard and taken seriously; posit themselves as agents of change within their communities; act as role models to other individuals within their communities; create networks of female leadership for support and strength; and better envision, plan for, and take steps toward reaching their professional and personal goals.
Following a literature review and description of my data, I build my argument by investigating what I believe to be the three program components key to nurturing girls’ voice development and agency: a feminist community with a network of role models, advocates, and supportive feedback; the exploration and articulation of inner voice, informed by an oppositional consciousness as well as alternative definitions of leadership; and the embodiment, enactment, and expression of girls’ personal values and goals. In these investigations, it is my intention to show that through the exploration and expression of personal voice, girls better define their sense of personal agency and better envision themselves as leaders in the community. Through and as a result of this work, girls also begin to affirm their position as a force to be heard and taken seriously; posit themselves as agents of change within their communities; act as role models to other individuals within their communities; create networks of female leadership for support and strength; and better envision, plan for, and take steps toward reaching their professional and personal goals.
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electronic resource
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vii, 135 p.
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Note
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M.A.
Note
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Includes bibliographical references (p. 127-135)
Note
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by Julie Ann Salthouse
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Salthouse
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Julie Ann
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1984-
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Julie Ann Salthouse
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Regulska
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Joanna
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chair
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Joanna Regulska
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Trigg
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Mary
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Mary Trigg
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Rodgers
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Yana
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Yana Rodgers
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Rutgers University
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degree grantor
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Graduate School - New Brunswick
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OriginInfo
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2009
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2009-10
Place
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xx
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Title
Rutgers University Electronic Theses and Dissertations
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ETD
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Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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NjNbRU
Identifier
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doi:10.7282/T3765FHB
Genre
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ETD graduate
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Rights
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The author owns the copyright to this work.
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Copyright protected
Notice
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Open
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Salthouse
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Julie
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Julie Salthouse
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Rutgers University. Graduate School - New Brunswick
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical
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ETD
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application/x-tar
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378880
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