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#TomboyCulture
By Stephanie Cook (MJour'18)
Search for Title IX and youâll find a landmark federal civil rights law passed in 1972. Search for the term âtitle nine,â however, and the top result will likely be a national chain of womenâs athletic clothing stores.
Legally, the implications of Title IXâwhich established new requirements for gender inclusivity in federally funded educational programsâwere broad. Publicly, the law is known mainly for one thing: allowing women in sports.
As women growing up with Title IX took to fields, courts and arenas, the trend became woven into the fabric of society. Sporty girls became known as âtomboys,â a term that fascinates Jamie Skerski, senior instructor in the Department of Communication.
âThatâs my generation, thatâs Mia Hammâs generation,â Skerski says. âFor the first time, you have a generation of women who benefit from Title IX, and in the 1990s, imagery of sporty girls explodes in popular culture. Books and movies depicting athletic girls went mainstream.â
Originally, âtomboyâ described a young boy who was out of control or didnât conform to polite culture. Later, it shifted to describe unruly women. The modern incarnation is a young girl who is biologically female but prefers the activities we associate with boyhood, Skerski says.
âThey exhibit gender behaviors that we associate with masculinity,â she says. âThat used to be seeking education or wanting to wear pants, and now, because of Title IXâbecause girls and women have had more opportunities in athletics and sportsâtomboy has come to mean athletic girl.â
The word âgirlâ is important, as societyâs acceptance of tomboys almost always has an expiration date.
âMost narratives have tomboys trading in their soccer cleats for high heels in the end,â Skerski says. âItâs a way to discipline that rebellion. You can do it, but popular culture says this isnât a permanent status. You should grow out of it.â
At TEDx¶¶ÒőÂĂĐĐÉä in 2018, Skerski presented the talk â,â inspired in part by students in her senior seminar on gender and rhetoric, whom sheâd asked to present gender collages.
âI had not even talked about tomboys at this point in the semester, but I heard, over and over again, âHere was my tomboy stage.â It was all about freedomâfreedom of dress, freedom of being strongâuntil you hit that junior high-middle school adolescence,â she says. âWhen I heard it coming out of my studentsâ mouths, I was like, âWow, itâs cultural, itâs personal, itâs on an identity level as well as a narrative level.ââ
As industries from entertainment to fashion embraceâand profit fromâtomboys, Skerski warns that they often rob tomboys of an essential function: gender rebellion.
âYou get sexy tomboy or pretty tomboy,â she says. âItâs becoming more of a normative, dominant kind of identity rather than that rebellious woman or girl.â
#TechieToddlers
Many toddlers can unlock a phone screen before they can walk or talk in full sentences. Some preschoolers open cartoons on YouTube or take selfies before they can hop on one foot or pedal a bicycle.
Digital native kids approach media differently from their digital immigrant parents, says Art Bamford, a PhD student in the Department of Media Studies who co-wrote the book Every Parentâs Guide to Navigating Our Digital World, published in 2018.
âIf you have those early formative experiences in one sort of media environment, then you carry a lot of that baggage,â he says.
For Generation Alpha and Generation Z kids, new technologies present possibilities and challenges their parents couldnât have anticipated.
âOne thing Iâve thought a lot about since writing the book is data collection,â he says. âThe sooner kids are on social media, the sooner thatâs being collected.â
Advertisers, who gear messaging specifically toward adolescents, pose another issue.
âAdolescence is this identity-forming period, where youâre figuring out who you are separate from your family,â Bamford says. âWhen I was that age, Iâd be really into hip-hop for a while, then Iâd be really into indie rock. Youâre trying stuff out and things are changing. But if every time you go onto Facebook or Google or Instagram, the ads that you seeâbecause theyâre based on your search historyâare about hip-hop, then youâd think, âI guess Iâm really into hip-hop.ââ
Because many parents rely on a model set by their own parents, dramatic shifts in technology can leave them feeling lost, but itâs normal to feel that way, Bamford says.
âIâd just remind parents that it is newâthereâs a lot of new questions and challenges, and they shouldnât think theyâve got to figure it out right out of the gate,â he says. âAnd when they do trial and error and start to figure some stuff out, share that with parents who have younger kids.â
#MiningForKnowledge
What can kids learn from building up and breaking down blocks?
Itâs a question that speaks to the past and future of education.
In 1798, Maria and R.L. Edgeworth made one of the earliest known references to toy blocks in their book Practical Education, calling blocks ârational toysâ that could be used to teach kids about gravity and physics.
In 2019, Jorge Perez-Gallegoâscholar-in-residence at CMCIâs Nature, Environment, Science and Technology Studio for the Artsâis co-principal investigator of a project that uses the block-based video game Minecraft to teach children about the same things.
âPhysics works in the world of Minecraft, and you can actually dictate what works and what doesnât,â Perez-Gallego says. âWe created worlds in which we have two moons, or no moon at all, or weâre really close to the sun. So while kids navigate those worlds, they realize that certain things are off. They can notice that, and they start asking âwhyâ questions.â
For the project, funded by the National Science Foundation, Perez-Gallego creates digital worlds that present âwhat ifâ scenarios. In research terms, he is providing kids with an informal learning environment: an educational setting where there is no defined task or goal, other than to be curious and explore.
âWhen you become a scientist, no oneâs telling you what to do. Youâre out navigating the world and trying to make sense of it. You might come up with a research question, but that comes from you and from observing your surroundings, not from someone telling you what the question is,â he says. âIn a way, weâre just taking their hands and walking them through a space that they can explore freely. At the end of the day, thatâs what science is.â
