Abstract
Researchers have noted that with the onset of adolescence, girls' voices become muted and school achievement drops. Girls learn that the expression of strong feelings leads to distance from others, and that full use of their bodies and minds cause others discomfort. Self-esteem suffers and girls become “at risk” for destructive behaviors. Most studies have been done with middle class Caucasian girls. Those few studies done with young girls of color speak of girls “on the margin” who seem to resist losing their voices and their self-esteem. This article describes a study involving 5th–8th grade girls participating in an Advisory group program at a grammar school in a predominantly Mexican community of a large city. Group sessions were taped and analyzed for common themes including voice and self-esteem. Focus was directed to the influence of the bicultural/bilingual environment in analysis of group content. Implications for practice are included.
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Spira, M.K., Grossman, S.F. & Wolff-Bensdorf, J. Voice and Identity in a Bicultural/Bilingual Environment. Child and Adolescent Social Work Journal 19, 115–138 (2002). https://doi.org/10.1023/A:1014546406558
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DOI: https://doi.org/10.1023/A:1014546406558