DescriptionDigital Justice: Girls, Phones and Juvenile Justice is a dissertation that investigates the role that phones and social media play in the criminalization and victimization of girls in the juvenile justice system. This ethnographic study took place in a northeastern US city. Over the course of ten months, May 2019 – March 2020, thirty-three girls took part in six focus groups and eleven girls participated in repeat interviews. To maximize contextualization, twenty-two youth justice practitioners took part in semi-structured interviews. Over sixty hours of participant observation was also conducted in meetings about juvenile justice. This unique research sits at the intersection of childhood studies and feminist criminology, making a unique contribution to both, whilst also adding to cybercrime scholarship. This dissertation will provide a contextualized account of how girls’ digital and justice system experiences are shaped by age, gender, race, and socio-economic disadvantage. Three distinct articles based on the most prevalent findings are presented within this dissertation. The first article focuses on the ethical quandaries of including digital methods within this study. Detailing everyday research encounters with girls, this paper talks about the concept of do no harm, ethics of care, and the right to research refusal. The second article looks at girls’ digital pathways to the juvenile justice system. Demonstrating that inherent gender bias within court-defined digital deviancy results in a broader range of charges which girls are adjudicated for, but boys are not. This study clearly demonstrates that girls’ experiences of digital victimization are ignored in favor of reinforcing historical patriarchal and protectionist trends within the JJS, which continue to police girls’ use of violence and sexuality. The third and final article looks at policy responses, focusing on how court-imposed digital lockdowns further disadvantage girls, which deepens their involvement in the system. This paper uses ecological systems theory to demonstrate that the girls’ digital ecologies are crucial to their ability to navigate an often dangerous city and disruptive home life. Being cut off from their digital ecology increases girls’ experiences of strain which can result in them taking part in deviant acts to regain digital access.