All-Girls Adventure Programmes: What Are the Benefits?

Autor/inn/en	Whittington, Anja; Mack, Erica Nixon; Budbill, Nadine W.; McKenney, Priscilla
Titel	All-Girls Adventure Programmes: What Are the Benefits?
Quelle	In: Journal of Adventure Education and Outdoor Learning, 11 (2011) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
Schlagwörter	Adventure Education; Females; Adolescents; Preadolescents; Child Development; Emotional Development; Social Development; Physical Development; Surveys; Safety; Interpersonal Relationship; Stereotypes; Social Justice; Single Sex Classes + Suchen Sie Ihr Suchwort? Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Pre-adolescence; Präadoleszenz; Kindesentwicklung; Gefühlsbildung; Soziale Entwicklung; Körperliche Entwicklung; Survey; Umfrage; Befragung; Sicherheit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Klischee; Soziale Gerechtigkeit; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule
Abstract	This study examined the benefits of all-girls adventure programmes from the perspective of adolescent girls. Participants included 361 girls aged 10-17 years from diverse ethnic and socio-economic backgrounds who completed a variety of adventure programmes. Adventure activities included rock climbing, sea kayaking, mountaineering, backpacking, canyoneering and mountain biking. The programme philosophies of each organization are rooted in a strength-based approach for programme planning and implementation which focus on supporting positive physical, social and emotional growth of girls. Using an open-ended survey and qualitative methods of coding, three themes emerged illustrating the benefits of these all-girls programmes from the girls' point of view: feelings of safety and comfort, increased connection to others, and freedom from stereotypes. The girls also considered how their experience may have differed if the setting had been co-educational (co-ed). (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10