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Anne Boleyn has been narrativized in Young Adult (YA) historical fiction since the nineteenth century. Since the popular Showtime series The Tudors (2007–2010) aired, teenage girls have shown increased interest in the story of Anne Boleyn, Henry VIII’s second and most infamous queen. This construction of Boleyn suggests that she was both celebrated and punished for her proto-feminist agency and forthright sexuality. A new subgenre of Boleyn historical fiction has also recently emerged—YA novels in which her story is rewritten as a contemporary high school drama. In this article, I consider several YA novels about Anne Boleyn in order to explore the relevance to contemporary teenage girls of a woman who lived and died 500 years ago.

Left behind my first (standing) long jump performance in The Presidential Physical Fitness Tests. [...]run of Shelter. First time I finally came to terms with the month of June + why it has been so prominent in my life. RENÉE WESTBROOK earned an MFA in Creative Writing from San Diego State University where she was the recipient of the MFA Creative Writing Scholarship, Graduate Equity Fellowship, and an AWP Intro Journals Fiction Short Story Competition Nomination.

According to its web page, Pretty Tough is a \"premier brand and media property\" launched by Jane Schonberger and Alex Morency that provides \"high-quality, specialty content, products and services for active girls worldwide,\" blending \"positive messages\" with \"entertaining\" products in order \"to empower girls and support their competitive endeavors.\" [...]the Pretty Tough series glorifies sports as an arena to demonstrate girls' liberation while ignoring many real challenges faced by young female athletes, including homophobia, racism, and class bias; the Female Athlete Triad, a mixture of disordered eating, amenorrhea, and bone loss; sexual abuse and harassment; devaluation of ability; and differential access and resources (\"Her Life\").

This article explores the ways some adolescent African American girls engage with urban fiction, a genre often maligned as “trash” literature. This project sought to understand the appeal of the genre as well as adolescent African American girls’ perceptions about the texts. Based on findings, which suggest that participants are engaging with the genre in critical ways, conclusions may support non-traditional approaches to helping adolescent Africa American girls deconstruct and challenge stereotypic and dominant messages about the underrepresented lives of African Americans.

After an accident by a lake, Cata, a 14-year-old student, is left with an injury. Her school principal, German Arguello, rushes to her aid and stays by her side until her parents arrive. In the tense hours of waiting, they will reveal the secrets and stories that shaped their lives.

This article explores the graphic representation of queer adolescent sexuality on offer in the coming-of-age graphic novel Blue is the Warmest Color. This representation, read alongside object relations psychoanalysis and in terms of feminist sexuality education theorizing, invites adult readers to reconsider the ways in which we think of the relationship between girls, risk, and sexuality. I propose that in order to honor girls’ sexual subjectivity, we must treat romantic risk-taking as an ordinary, healthy and essential aspect of growing up.

Teaching for social responsibility with good books does far more than encourage civic participation; it redefines the purpose of school and empowers all of us—students, teachers, administrators, parents—to be better people and live more fulfilling lives.

This study sought to empirically evaluate the extent and impact of cross-contamination on the effects of a STI/HIV intervention trial previously shown to be effective in reducing high-risk sexual behaviors among African–American adolescent females. Participants were recruited through community health agencies in the Southeastern United States and comprised 522 sexually active 14- to 18- year-old African–American females who completed self-administered questionnaires and face-to-face interviews at baseline, 6- and 12-month time points. Participants were randomized to a STI/HIV risk reduction group or a general health promotion group . The STI/HIV intervention group participated in four group sessions addressing constructs such as HIV knowledge, communication, condom use self-efficacy and condom use behaviors. The control group participated in four group sessions focused on general health topics. The study setting afforded multiple opportunities for cross-talk between intervention and control group participants. Consistent condom use, defined as condom use during every vaginal sex act, was the primary outcome measure. Other outcome measures included various sexual behaviors, observed condom application skills and psychosocial variables associated with HIV preventive behaviors. Approximately 73% of participants reported some level of cross-talk. Linear and binary GEE models assessing the impact of the STI/HIV intervention on contaminated vs. uncontaminated control group participants indicated no differential effects of the intervention. Furthermore, equivalence tests demonstrated that contaminated and uncontaminated control groups were equivalent. Findings from this study provide empirical evidence suggesting that behavioral and psychosocial outcomes may be resistant to cross-contamination in randomized controlled trials testing safer sex interventions among African–American adolescent females.

The author encourages teachers to explore themes in literature that connect to experiences of young female immigrants and that eschew stereotypical representations. She discusses a list of recommended texts.