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Betsy Bird is currently the Collection Development Manager of the Evanston Public Library system and a former Materials Specialist for New York Public Library. She has served on Newbery, written for Horn Book, and has done other lovely little things that she'd love to tell you about but that she's sure you'd find more interesting to hear of in person. Her opinions are her own and do not reflect those of EPL, SLJ, or any of the other acronyms you might be able to name. Follow her on Twitter: @fuseeight.

The researchers argue that unlike many other equity-oriented STEM learning environments, which are designed to appeal to the interests or cultural practices of a particular group (e.g., girls, African American students, etc.), FUSE promotes equity and inclusion through diversity and choice. Specifically, the study highlights four design principles that can be applied in your STEM classroom to promote equitable participation in project-based STEM learning.

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As a result of these four design principles, the study showed that FUSE has been successful at creating an inclusive learning environment that equitably engages both male and female students with diverse backgrounds and interests in STEM learning. This was evident in classroom video, which showed girls routinely stepping into the role of content expert or leader, getting to direct their own learning and develop their STEM interests. It was also evident in the analysis of web data on challenge activity, that showed that while roughly half of the FUSE challenges were chosen more often by boys, the other half were chosen more often by girls or were gender neutral. Finally, it was evident in the fact that boys and girls persisted through challenge levels at similar rates and in interviews, reported similar, positive experiences as a result of participation in the program.

In his announcement, the singer stated that the doll line was an important addition to the cultural representation of the true African girl. He went on to address the problem Africa is facing in conditioning children to believe that white is better with 99% of the toys being sold in Africa being white.

In this, her first full-fledged novel, universal themes of adolescent school life initially emerge through the portraits of engaging or, in a few instances, ever more disturbing characters: Immacule, with her skintight trousers and plunging neckline, who is driven up the rough mountain track to school by her boyfriend on what might be the biggest motorbike in the country; a new teacher named Olivier Lapointe who is a Frenchman with long hippie-like hair that scandalizes the moral values of the nuns; Sister Lydwine, the geography teacher who ever specifies that the school is actually located at an elevation of 2493 meters; and Father Hermngilde, the school chaplain, who turns out to have prurient interests in the girls.

Here and there, Mukasonga outlines a bit too pedagogically the background behind the Hutu-Tutsi rivalry. Perhaps some of the information could have been blended into less schematic dialogues or asides. But this is a minor criticism. She creates a narrative movement that reflects how the Tutsis, at the time, must have experienced the growing threats of certain Hutus. At first, there is an illusion of relative comfort. The new school year begins, routines start all over again as they always do. That is, Mukasonga gives us the impression that Our Lady of the Nile will be a story about adolescent girls in a Catholic boarding school, with the kind of mishaps, adventures, and aspirations that such stories have. But gradually the skies darken, announcing the treacherous, suspenseful ending.

Gender norms and implicit biases work together across institutions, time, and people to contract or expand opportunity for women and girls in central Ohio - yet women are not the only ones at risk. Gender norms and implicit biases have material and drastic implications for the welfare of families and of larger society. In this report, we sought to understand what gives rise to the assumptions, associations, and expectations we place on women and men; how they are perpetuated through out interactions with relationships with each other; and how they impact and influence the lives of women and girls. This report explores the impact of gender norms and implicit biases in our policy areas of Economic Self-Sufficiency for Women, Leadership for Women, and Life Skills for Girls.

Set in the contexts of Africa and the Caribbean, Gloria Nne Onyeoziri's astute analysis of Maryse Cond's Desirada (1997) and Calixthe Beyala's La Petite fille du rverbre (1998) establishes childhood as the point where adolescents are shaped by the social pressures of their culture. Both novels use narrative voices that fuse the girl and the adult woman's perspectives; further, the two heroines encounter parallel racial, familial, and gender obstacles in their problematic construction of self-identity. Judith Sinanga Ohlmann interrogates the role the bodies of African girls play in maintaining family honor and social order. She points to the rituals that sexually control women depicted in the works of Mariama B and Calixthe Beyala. 006ab0faaa