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SERviets·'
.:U.s, DE~~Ff'rMENT OF)iEALTH·ANO~HUMAN
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-.:·miS.GiRLPowEru:~cAMPAIGN'····
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:· ~~~~q\V~_I".'!#. ~:~ti;.~8sue, national P'Ub~c ecl~cati()~.-~PiiSJ1 s~f#,:by dt~
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- ' :: .. o~~th an~·~m,an':S~ces (HILS) to help en~e and empower 9,~-t~_I;::I~:'"'}TC'Br~()!Q·•:jgJI'JihJO
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. · :"' . ~e the most:Ofthei,r-lives. Studies show thatglds ~end to lose self.corifid~ce and_ . . . _.. ... .
.. r:; ~-·tJU~ pi"k~ age, b~~ming less physi<:ally:a~~ :pertbrmlilgl~:well'in sd,loQI~ and': .::":;._:,, ··c, ··.
• .negi,eciingtJieU:Jl\Vn interests and ·~pirations.. Itt duriJ:lg ~c~ ~·:
-~is ·beC?Oinc .~n:or~~ --~. -~ :;~-~-.f::
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. vulneiah~e -~o: negative outside irifluences and to:Jnixea nies£3g~s ~ut
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.~~ P,ci~tis -~m~~g~~ong "no-us~" in~~e8 a!Xnit tob.~eco. 5ai~~~t,. ~- il1ici~ drugs:~··. c., .,_ ~ . ?.. an emphltsis· on providing _opp9rttinities for girls to build sldlls"and self~dehce iri acact.emieS,. · :.. >..
arts, ~ports, and ~er endeavors. It will also address related isSues such as teen preanaricy
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prevention, .physical activity, nutrition, and mental h~~ .
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Sectctacy S~ala ~tly ~(nmCed a Gh"l Power! grant program designed to h~p- co~nities
. . 'de\r~lop iniiOVa~ve and ooinprchchsive approaches to prevent teen prCgnancy and promote good
, health ~ong 9:-14 year-old girls. In addition, to, provide positive messages; accurate health ·'
. infonnaiion. and, support for girls and those who care about ~em, Girl Power! campaign products
.· .include a dia:ry'tbr girls containing writings and draWings by girls ages 9-14, and a· Girl Power! .
Hometown Press Kit With ~ple media pieees, fact ~eets. and racfi() and print public serVice
.announcements (PSAs) .easily adaptable for local use... Other can1paign mateiial1 include:
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Television, Radio, and Print PSAs and posters fea.twing Domuuque ·Dawes. 1996 Olympic .
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gold medalist in gymnastics
· .• Poster displays in ·soo shopping-malls
3-M Media (''Ha~
Got It? Girl Power! ·We've Got the Power to be Drug Freel") .
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•· · Girl Powerr·wd, site on the National Clearinghouse for Alcohol 'and Drug lnfonnation
(NCADI) home page at http://www.hea.tth~or8fgpower/ · ·
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• Girl Powcrf bookmarks,. baseball caps, and o*er p~ducts . ·
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· Three aspect1 of the Girl Powert campaign set it apart from past go-Vernment etrons:
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The Girl Power! campaign recognizes that while sorrie health messag~ work equally well tbr
· .boys and girls, girls also need to hear health meq,age1 targeted to their unique needs, inteirests•
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The Girl Power! campaign take8 a comprehensive approach, addressing n~. only a range of
health issues b~ also the erosion of self confidence, motivation, and opportunity that is all too
· typicS.l for many girls during the transitional period of 9-14 years ofage.
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05/29/97
13:17. ·FAX 202.6907318
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• 'the: Girl Power! campaign is.aJso ~ased .on research indicatlDg that girls at the . . ofs··~r 9
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typically hive very strong attitudes about their ~ealth. According to the Partnership for a · · · , ·....•.\:~,:c~:.;: ··
Drug-Free America's l995Pirr~rship .A.tti~ Tracldt~g Sllldy, for eXample,
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overwhelming majority of girls and boys in· grades 4 through 6 believe that ccusfug drugs fs
~gm:ous." Younge-:.girls also tend t~. be more physically acii~ than older girls. This. . ...
. carnp&gn works to reinforce and sustain these positive values among girls ages 9-14..
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the .. .
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lWCarch sho~ that early adolescence is critical ~ition time from
t~' adolescence..
It is a time 9fcxpcrimentation, risk taking, .~d giuWing independenee. However, girls and boys· .. ·
. .experience soinc aspects of eady adolescence in different v.:ays, because they encounter ~t ·
.social, cultUral; physiological and pSychological challenges. For exalnple, research
that .
· among girlS, puberty tends to.bring a higher in:cidcmce of depression, while.aniong boys,:J)uberty
· .tends to increase. the occurrence of aggressive behavioc Acc:ording to HHS" 199S.YoU~Risk
·Behavior Survey. ninth-grade girl1 are nearly twice~ likely aS ninth~gnsde boys to. have ~ought
'seriously about attempting suicide in the paSt year (34.4 peicent v~ 18.2 perecnt)'lmd more
than twice as likely to attempt Suicide at least once in the past y~·(14.~ percent versus 6.8
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According to the Carnegie Corporation ofNew York,s Great Tnwitions: Preparing . . .
Adolescentsfor a New Century, "ne'afly half of all American a:doleseents are at high or moderate
risk of seriously damaging their life chances... Substance abuse in pa,utiCUlar is .an increasing
problem among girlS. HHS' 1995 Monitoring the FUture Study, cOnducted by the University of
Michigan, reports that daily cigarette use among eighth-grade girls (ages 13-14) jumped 48
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. percent betw~n 1991 and 1995; nearly one out· of every ten cighth~grade girls (9.2 percent) is
now a daily cigarette srnoker. Since .1.991; the rate of past-rponth .marijuana use among eighth.grade girls has risen slightly faSter than the rate among boys,· rising frOm 2.6 percent in 1991 to
·8.2 percent in 1995;· Alcohol use is also too high: ne8.rly one fourth (24,0 percent) of eighth:.
. grade girls say they consumed alcohol in the past month.. Ancl girls are at particular risk for
depression, sedentaJ:y lifestyles, sexual abuse,,
other problems associated with snbstimce .
abuse.· Studies alSo show that girls tend to lose self confidence In early adcjlescence and; as a,
· result, perform less ~ell in school and neglect their interests and ·as.piratio.ris. ··
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These changes rcfl~ in part, a new set of m~~ girls can receive at this age.
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Some giris who experienced adult
peer approval for demonstrating athletic abilities
before puberty may be dis~uraged.from participating. in many spons once theif bodies
show signs of maturing.. ·
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Girls who performed well in the cbissroom at ages 9, 10, qr 11 often p~nnless well in
.... school-at ·age·14; and may-receive less incentive to acti-\rely participate ill class discussions, ·
. with many teachers giviqg greater attention to boys in th~ classr<>_ams.
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THU 13:18 FAX 2026907318
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Girls in their early teens are often encour•ged to place more emphasis on their ·
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personalities, social skills. looks, and. ability to please others than on developing their o:Wn ·:~ ·· · .:' ~; ·
interests and aspirations. Studies show, for example, that 1().; and 11~ycac-old girls are
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already concerned about controlling their weight. According to HHS' 1995 Youth Risk ·· ·,r~;. ,
BehaVi~r SlJ!Vey. nearl1 two-thirds (63.8' percent) ofninth-arade !Pels rej,ort attempting to.
lose weight m the prevtous month. .
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Girts .and boys share.many of the same personal and 5ocial-environinental reasons for
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. ~making, such as low ed~cationalaspirations, low .self-esteem,. risk-taking. lower
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·.. ··saeiocconomic stains, and smoking ·by parents~ sibling~ and friends. However, girls ... · .. · · · ·
. appear to smoke more fur social reasons.than boys, who smoke more to relieve,Stress and
'·. '• to "get along" in life. Girls are' lllso mu~ mbre likely than bois to report weight' ~ntrol
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The goal of the Girl Power! campaign is to galvanize parents, schools, communitic8, religious .
organizations, health providers.· and other caring adults to ~ regular, suStained· efForts to :
reinforce girls' self confidence, by providing girls witlt'positive mewges, meaningful ) ·
opportunities, and accurate infonnation about key health issues. For example, Secretary'Shalala<
joined with the Women's Basketball COaChes Association, the Girl Scouts~ NIKE and profession~
women basketball players at the NCAA Women's Basketball Final Four to .release the first
government .report to look at the positive impact of sports and physical aCtivity on all aspects of a . · ·
girl's life. Girl Powal _has over 100 private and public partners, including the Elks Club, Girls
, Inc., the Boys & Girls Clubs of America, the National.4-H Council, the National Association o.f
. COunty and City Health Officials, the National Association of School Nurses,
Jane Cosmetics.
by Sassaby. Additionally, NBC- "The More You Know"' aired TV PSAs with Juliann&;
Margulies, star of NBC's "ER." Dominique Dawes, 1996 Olympic gold medaliSt in gymnastics,
recently aired her "Girl Power!" radio PSA .at an ABC ritdio Town Hall Meeting with President
Clinton- and she will continue to help pro111otethe "Girl Power'' campaign.
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· Under the leadership of the Center for Substance Abuse Prevention (CSAP) at the Substance
Abuse
Mental I!ealth Services Administration (SAMHSA), the Girl Power! .campaign was
··developed in consultation With the many health agencies. that make up HHS and with national.· ·
·. stat~ and lol;;8} organiz:atlons that serve girls. However, Girl Power! is -also a product of the girls
· themselves. Across the country, girls from a wide range of cultures and backgrounds shared their
concerns and ideas with SAMHSA in focus groups that provided the basis for the ''Girl Power!"
slogan. AB a result, the Girl Power! ·campaign combines the latest knowledge about girls• lives
-with messages and materials designed to be appealing to girls lltld to the adults who care about
. them.
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IndiViduals and organizations who want to participate in the campaign or recetve materials, can
call rhe Nattonal Clearinghouse for Alcohol and Drug Information (NCADI) at 1-800-729-6686
·· · (TDD 1-800-487-4889) or viSit the World Wide Web at http://www.hea/th.org/gpower/ or
http://www.heqlth.org (NCADI). GIRL POWER! spoke5persons are available for interview. To
arrang11 an intervieW, call thi: HHS Press Office al 690-6343.
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REMARI<S ·BY.. :.
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·'DONNA ij, SHALALA
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·SECRETARY OF HEALTIIAND HUMAN SERVICES
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. GIRLS IN THE MEDIA
'MAY
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1997
LOS ANGELES,. CALIFORNIA
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·An~~~~-~~oduced ine .... '··:one.·.· 6t1h~:mosi;poweiful wom·~~in Anlerica) : '•:[~·:, '"!C:CW,;, :~; c;.<.
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·A. kid . in'the·fi:ontrow sh'outed:out~ "01.1 yeah,.wl1at c~el are you,on?~,; ·:· . .::_:··;··· ':
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The. truth is. even be:fo:re Peggy's unc~e.wrote that classic movie, -.<~Mr.. Snnth'. .
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, . ..:J: d6es•:f<>'Washlngtoli".Holl}'Woo(f8n.d WaShihgto~·.have.·al~ys.sharedqtiite.a·:bif.·:·.·~:·.::: ....... ~~:t·
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in Wa.Sliington~- when. pedple say;"Break a leg" they inean'it.
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And you knoW: you're havmg a·ba(fmo~rtg, when yo~ opert: the ·Washirigton·Post .
and next to your, name j.s the ,wor4,' ..Canceled..'.~
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Just like M:r. Smith, moving to WashingtOn has. certainly taken its toll on me. 1·
·used to be 12 i:riches taller.·
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~·. · So, why am I here? .Let. ~e· start witP why. I am not here. l am not here to make
·headlines by blaming youfor all the ills in·our society.· I am not.here to advocate that
.. govenurient should run onto· the set yellirig, ''rewnte!" After all, hi this nation, we have a
precious First Amendment that we all must lionor.
And besides, I come· from a WashingtOn world where people still think that i(you.
have something really important to·tell children-~ harid them a brochure. I don't know .
one young person who has ~pent 5 minutes r~ading a· brochure. ~at they do is absorb. ·
· popular culture by the ton~: Logging on. C~Img up: ·And, watching .:~·no, yelling.-- at·
their television sets. And that is· why I
here.
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When. I told people that I was comifig out here to talk to the media about the
health ofyom1g girls, a lot of them said, "Why? The ~edia has·nothing to do With the ·
public health. F~rget it.... ·
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And I will tell you what I told them. Believe it or not, you are part of the public
health system. you increasingly fili- the vacul.frn once occupied by 'traditional institutions
-- like family and religion. schools and communities.
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Young gir~s-~ear .-. ~ . . ·. ~ ..\. '···'·.·!"' ·.•,.,·:·.yo.tii.:Sllows;iead·.Yc.·o'l~~!·rru~g~~g!~:;,p·
yo~clqthesi\~pe ~~ ·:··!"'~.:;:t··,;;:"' ' • . ·.• ' '
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.watching.-_DPd: 4ste~glor ·lioUfs:·~,p: end, ~~~orb!~flife lessons:
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.· _ ·Y:ou'have tli~~· ~1=tention. ''IJte,qucs#<?l!.iSj}What are. you g6,ing to.~1teUI':themt:t.
; , the·~~r .iS'·Up tQ.~9~' S~:l ~.1:!3fli~ "~'rm·n~(~~r~'to Shak~ my fmger a~
YUI-'o>.','I.JII.I'I.O,·J.WUJ
: · .:.notheretO··tellyou~·everythiilgiso.k'eithel'. /;~~?:', :,· · ··. · .. · _:· :
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J'm here ~0 challenge }'OU 8$ professionals.: parents, and citi~ns to use•y~Hlr
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·incredibl~ power ta. help us transform· the li~es ofyoung girls from a national: ti-agedy'iriW-:: ;,· '.' : :~)·~- ·_ ...
a national triumph. :. : . . . . . . ' . . . .
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lwas thinking a .lot aboutthis speech last Thursday. It was Take Our Daughte.r:s · . ·. · . _... /'::~::.
to Work day'... and oUr department was hosting yotmg girls from around DC.
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, Anyone who has wor~ed with ym.uig girls knows that they ende~ Up hosting ~s~. . {• '
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. But, the highli~t of the day was.an ¢v~nt \Ye had .with Gloria Steinem and the:~' .. · ;· . ~ · . :, : .·. ·; ·:
fonner Miss Black lJSAwhere the kids got a chance to ask qu~stions. l wasn't eiactly. -·:
:thrilled with the first question. "It was how old
you?•· But, I was thrilled by.
girls'·
responses. Bspe~ially'their ~sponse to theposters·we had of Olympic gynulast
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· Dominque Dawes, who they say is a l'eal role m~d~l. ·
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. It tUrns out that at age 6. when most kids are glu~d to the TV set, Donlinique w'as.
writing this word, in crayon, over and over again on her bathroom mirro:r:· Determination.
That's what it takes to be a champion: determination:
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And determination is what it's going to take from us to ensure that every girl"~
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evecy ~ingle girl - looks in the mirror and calls herself a champion.
. Right now, that is not the case. Right riow, too many girls are s}lendhig hours i.n
front of the mirror. Any parent will tell you that's nothing new. What is new is that
. they're peering at their reflections through a modern-day looking glass. The distorted
images that they see upset them. And as people who care about children, they should
scare
us too.
I'm going to be blunt. We have a generation of 9 to 14 year old girls at serious,
risk. All of us have seen it happen to girls m our own lives. Ymmg girls once strong arid
full of resilience. somehow lose their very selves during adoJc:sccnce and enter the second
decade of their lives without the strength and confidence that got them-there.
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Wfi.ite groW4lg up ..u-··-....... ,
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'. · -~·: · · girls o!hm ttirn ii:lward arid ·ser-f..;dl~!:truct
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depres.Sed. More likely to attempt suicide:- Aild more likely to have·ariegative·bodY,:::·:. ::~>:' >" .. ·.· ·
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alone, and tb.atgiris with pooi'ho<fy'images ofle~.h~ve tlic risk.iest attitudes abol.t~; -~·:~: \ .....; • ; :,/
tobacco; drugs,
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with being thin and attractive': ,. And not' when W'e 've all heard stories of anorexic girls-. .
who hear people say, "you look great" light ·up_ \mtil ~e ~me they are hospitali~d. · · ,
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. . A social worker in Lo~,-Arlg~les:totd me,:astory liJ.bOuta 14 year~old girl she-~·
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interviewing. Wh~ she asked·the-'girl what she likes a,bout herself, the answer is rui too .. ·· -,; ·,· ;......
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. typical, "I don't knoy.r.'' But She does knOW what sh~ would change about herself and:: . ·
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here she rattles off a whole list ofphyslca} at:tiio~tes'like her eyes ann hair and--weight..·
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The truth is; this young wo.man,-;mdtoo many like h_er~-aie more worried about-.
.g~nirig Weight and king accepted than they are a~out excelling in school or stay.lng .
healthy.
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Let me be clear: This isn't all your fault. But, it is your problem.· It is my
problem. It is our problem. It's an American-problem. And, together we have a
·
responsibility to help solve it. .
That's the purpose behind our Girl Power! campaign: to team up with parents and
other adults to help 9-14 year~ld girls make. the. most ·of their lives.
Not with a one-size~ titS-all campaign of the past. The kind that treats problems in
isolation and. provides. only one answer: Say no. We've taken a comprehensive
.
. approach. With targeted health messages about the behaviors -- like drugs, smoking and
teen pregnancy -- that girls should avoid; .yes. But also With strong positive messages
about leaders:hip, opportunity, and physical ACtivity --messages that tap into the strength
girls have when they are younger.
With PSAs, hats. diilries.billboards and oth~r matenals, we arc telling every girl:.
And. if you put your mind to it, you c~ succeed.
. You are unique; You ate valuable.
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.:. ___ · :~·he1pins ~>th.e!S:·.·o~IJ~o\v~r ~~--~~.Ciiiig:tipJ~z.:wilatyoii-.,·II>·,P,.,A_.,," .
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· . . • .'Ourj9b:'i~ t~1ens~ ~tev~·gittfeels this W8Y.thro'ughout:h~:"u~·,cf!Jo:l!",'-'l"~~~::o:
.. what. we.'re'' W()i:fdrig•.tO.c;lq.:. Let... ine giy~,:youjust.a few receil,t ~~pics.~~LaS:(Inoi~~,;l\!'.::.::~;~,~-!~"
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. ·-weiino·the Wofuen'sFinalFoiit tO rel~~e.the first ever government · . . . .
,,' sports and physi~alactivity cimJiave.a.j)ositive imp~t on ali~pe~ts' ofa gfri~£-li:fC.~·:. '
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For.the first tiine in.history,:t=l"Presid!i'ntis taking big:st~ps:.to-:IcickJoe cam:er8nCifr-·~:. .-:·.r:.1''...:
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·. ·: the'M:arlboro:'Man out of'our
cigarettes~
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children's·lives: Ju~t last week, for the fir~t time, ·a J\idge· ... · .
deliv~_device;.
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Atid yes, the,·FDA can
'=.This is
historic public healtli-triwnph--·a triwnph we shoUld allbe proud·
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.And.texhty,I'i:n:ats~ proud_ to be.Ictckingoffteen Pre~cy ·Prevention M~nth by· · ..._ : .·.
· . announdng.'som~ more go9d news.. We are releasing a study today showing-that fo_r the', · ·
.. : fust time in more than· 20 years, 15~19 year-old girls are less likely. to have sex. An4 if .
.they do have' sex, they're more likely:.to ~c. contraceptives. '
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.· These positive trends ai:e the. s~e for teenage boys·. They~re pan of the reason
we're fmally seeing-declines in teen pregnancy rates. And what they tell us is_-tpat .•
. teenagers are bearing the message that .sex and pregnancy puts them :on a fast tiack to a
bad fufure. And ~ey're hearing the me~sage that condoms Can prevent pregnancy, AIDS;
and other STDs. · \
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But_these re~u)ts also tell us that it's too lateto start talking to girls at age IS .. W~
need to reach ~em early. On this and every issue. That's why I,am pleaSed to announce
today two new grant programs tluit fill important gaps in our .fight against teen pregnancy.
First, wc.are dedicating one million doll8rs·thls year to.conununities --'so they can·
. work with volunteers t<? give 9-14 year-old, girls the confidence and opportunities they
. need to abstain from sex and other risky behaviors ~- and make the most of their lives. I
'8m also announcing today another million dollars in grants to educate and encourage.
young males to 'make responsible decisions.
But, whether the message is sports or teen: pregnancy prevention, the government
will never be able to deliver it alone. It's going to take each and every one of us. That
was the message of the President's volunteerisin sununit. And thatis why,- as part of Girl
Power!, Dominique Dawes is apperu:ing inprint and radi~ PSAs.
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. · .~.Jt"s ·why we·re teaiiiirig~l.l.thvith-.tlie·:u.s~ National w~·m~:,P.:~~t·Sc~~cl~i~~ii·\tc~ysei
. .·.-;dear ine$~es· ~-l@H~ i~f;tobi¢co ancffiiriess.jtistdon'r
.
··' ·-:· · .NIKE's. P;L~A. Y.,c.q~~:·1?r~~~. las~ week.to,~oPn.c~ a.-~e~-P.~te._:r_.·lhiJ:f.~ltn_e.<i!at
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•. :::. -· trainip.g· c6Uege"'age c~ache~ -~?work-With,·yourtg girls., ·And. it's .;w~yJ. ~
· ·. ·· Toaskforjrolir help-ari,ci'yoUI"l~tid~p.: · . . -~' ·. :: ·
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When I was_gt't:)_wu~g up,-~~still ~membe!-fl:ow:~y pare~tS-ahc:I.o9ter·c8rlng.,~Wt~:~:·,;;·.
·.. encourag~a me. By)ellmg· me<I'played a good g8me. That l'delivered a· gQod ·tme/ thai,.-_..,_:,.
_· .. I was special/Yet. while .P~ts .are still ~Y far the ~ost in.fluel.lt,ial peapleJiigirJs~' l_ives'~· ·~.:" _·. ·.·.._·
· ·::· we_·know'thafgirkroo:oft~n .tUrii awa:ffroJri them just whe~ they.nced.the~:the rri~st.}'··.<~··: :·::·:;· ....
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. · Instead~·girls today' often: look to their peers and to our nu;)Sf: poweifulmitro~: ~- ~e· .
. mirror of popular cultilre ·•• to ~~II them, who they are and who they Should be.~ .B\lt~~:w~en .
. Tlley look·in that nurror;what do:.ihey see? .
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·am speaking tci·you a;;· atalented ~d prlvileg~d few.··~~ great p~~er. b~~ ~~{ .
great responsibility. And lam speaking to you as leaders who hav~ ali-eadybeipedus
tttake great progress in the last 20 years-- progress in the numbers and.types of girls
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Whe~ girls click o~ the TV today, they see more women like Elaine ori ''Seiilfeld"
with good jobs andi'good sense·oniuu.ior.. They see more girls like Claudia on "Party of
.. >:Five" ·\:Vho not onlY: shows great intisical skills, but also strong.persririal skills as 'she ·' ·: ·
'· . ' .. navigates through real life issues like her brother's alcoholism and her violin teach~r· s.
homosexuality.
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They see artiCles like the one appearmg i~.Seventeen this month _about choo~ing
see girls like Lisa on the "~impsons. n whose intelligence and .
. saXophone playing put Bart and the other boys to shame.· I'm actually _told that some .
teachers give Lisa credit for the recent surge in saxophone interest ainong girls in band
the right college. And they
.',!
So, have we wme a long way? Absolutely. But; we still have
Because too
much to do.
oft~n our culture ·still bombaz:ds girls With images- that tell them that
being unnaturally thin-- actually gaunt- is sexy and healthy. They're told that smoking .. •
will make them thin and glamorous and cool and successful. That it's ''a woman thing."
Ai:td they're told that dririking will. make them feel popular and grown-up.
What the ChiJdren Now/Kaiser Family Foundation survey showed is that, despite
improvements, girls are still depicted more often talking about their appearances and
romantic relationships and less often talking about their job!;l. :
And niany characters on shows are becoming thinner and thinner. actually
reaching weights that are unhealthful and unattainable:
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depicted·~ th,e media.
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and ·ru.mos(a thi!d· of girls have' changed '. ;
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girl's piotfu-ewith 1hc5c words: :·•Lqok seX:y ~-not silly.~'· · ·
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··. · · .: ··fask again::·Wlien.they.look in the mirror~ whatar¢ girls.seefug? Too".· , .' · . . ·.;:
· : al'e' sedng ihat'ihey don't mt!asure up to the images: createcffor ~em. Truitthey'~ 'n6t .·.r··:-' . . . .
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· good .eno~gh. Or tJ:rin enough. Or pretty enough. And boys are learning-lesson$ too;·· \~i :'. . ·. · · · ·
Lessons about how to v3Iue and treat girls.
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f~owthat'inany:ofyou·are entertainers and business ~opie b; irad~::;lmoW: ' ... •.
that you::fleed be .evet mindfuf of the. bottom lin~ of ratings and profits. But...there·. is -~ :.•.
another bottoJn' line that t•m asking you to pay attention to_ It's yotir role as cifu:ens ~d ·
... guardians offue public' trust.' And; it's the' bottom line.ofyo~g girls: and their f&mili~s. ·.
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You,a.Ione\vill probably never save or ruin young girl's life:. But ~hat you·...
show gfrls Cml have..a tremendO\lS impact On how they view themselves and how others • .:
boys and &iults alike- view.them..That's why I'm asking you to tak~ an even larger role
in._ihe great national,
tq nnprove the health of American girls. . . ~ .
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.I'm
asking you to think about the public health co,nsequences of every thing you.
do. I'm asking you to join with us to send tne right messages to girls.-- the same
messages we'd.like imr daughters or other fanrily ii1embers to hear. Put simply, I'm .
aSking you to hold up atn<?re' accurate .miri?r. '. .
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First, I challenge you to use your immense~ creativity to develop progr~ing
·
appropriate for 9-14 'year·old girls. From _Saturday mo~ng cartoons to Seventeen, there
is a wealth of programs and products for very youhg girls and for older girls. But, ther~ is
a· gap in the middle. , . ·
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... We alllaiow.that girls have a tendency to be attracted to images and problems
faced byolder girls. Aiid that's especially true when they don't have many great. more
age-appropriate .alternatives. But, there is a big untapped market and an even greater
socialneed for materials that really speak to 9·14 year old girl~. And we must create
th~:
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Every time a girls sees a show or rc:ads a magazine where all the girls pictured are
paper thin, no one needs to explicitly say, "To be popular and successful, yoti must be
gaunt." The message is clear. And the ·image created is outside· the reach of most he~Ithy
girls:
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. · ·~ ·: model~:tliiit:gms;cah ·reach ·ancirelate to. :Oirls.who'JookJ~~·:.·th,e~t~~q;n.c:e ..,.,~.,n
' ..... .-. ;.'·~. ri~~i~~ tik~':th:~~:>Q~_ls\vho:inake.thein:p~~ ofwho they.:a,n:l_::~ta:;'IVn~Ll-jgley.
. · .: :·beCome'~ Chara~t~:and inuiges tliat teach ooth boys an'd. giits·
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irifo~ati~n..~t wi!lh~Ip- riot ~inder. --their ability to ~av!~at~_the fO~gh wa~r~~o(.::.:::::; ·~ ·
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If;y:o~~re· doing astozy about a tee~ger.ge~gpreg~~t;considh ~ng··:the.p_lbt . . :'. ·.\f.·i~:~.:r,; ;:': ,}l;~,
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· · reseCU'Ch.shoWs un'W,ed'mothers and their children are~Iikely to.~.' Ifyou'ic doing ..an.. :. .. .":,
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·,. 'riot just about passion, but about the consequenees ~. the.po\ferty·and lo5t futures $3t ohr "' .. :.:~·, .
article about eating .disorders.or .depression,or'domestic violence•.!ry· giving girls.and·tlldr·
: · parents places 'tum for help. AD.d if you're doipg a show about Smoking and <hUgs, you
..·~ ·.can.fmd Ways to show giris making the right choices and parents· arid peers sending ~e
right mcssciges. Messages ~t:say smoking isn't cool. ..
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I know-~ and·y~uJmow --that education~ entertainment'
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can go hand·k hand.·
. [understand thatyou're productioi_J. scltedules are grueling-- and. that up-to-date
public health infonnationisn'tjustlying around the ·office.· So, I"ve come here tliis.
.· afternoon to offer mo~ thart a Clwlenge. I've come to offer help.
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'At our departme~t, we have up~to-d.ate iDforil'lation ·~bout the use ·qf cfrugs, alcohol
· and tobacco among girls, We have access to the best experts on issues ranging from · . ·
depression to physical activity. We have infonnation about approaches thatworkto cut
down teen pregnancy and improve the health of girls. And, we have Girl Power! . . .
· , campaign nia~als that send girls· the right messages about their bodies and nrinds --
indeed their futui'es.
· You write the drama or develop the products, and we'll be there With the accurate·
infonnation you need on any topic-- anytime. That's why I'm pleased to include in
packet you recei\fed todSy a. number you can caU at IffiS -'" and our web site address -- so
you can get the f~cts you need when you need them..
the
I made the same offer when I spoke to talk show producers and then again to soap
opera producerS. ·Both times the naysayers said that the media leaders would simply put
. resources in the circular file. Bothtirnesthey.were wrong.
·
After those. conferences, the calls started coming in -- and iDfonnation started
pouring out It is my hope that this conference will Strengthen the dialogue between
leaders in the public health and entertainment industry.
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·. Becailse,•weall know that gov~;:l'Illrient doesn~t raise ~hildreri. Otir schools don't ... · .,
· · raise.children;··And the'media doe~n'traise children.. Parenisnuse children~- b~t, as tl.le . ··,,,:..:.: ::-.: .··
President's swnmit'made clear, all of us have an obligation to give them a helping luin(t' ·• .·>\Y< ·_ .·
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We n~ed to ask ourselves, "When gh:en the choice and the power to influence, ., : :. ·
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. girls' lives, did we:chodse to have a'positive effect; a' negative effect, or no effect at all?'' :·' .. : . ~;[:~:·;
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· BecaUse. sol!ie%ere a girl is looking in (he mirroi- today. Whi.t will sJ#, ~c:e? ·
'Will she know' that her health and future are more ~portant than ·her image'? That the
siZe of her ambition is rn:oie important than the size of her clothcs?·:That the dreams she
.'·creates for herSelfaie more important than those created fo~ her by others? Wiii she; like
Dominique Dawes look in the mirror.. an~f see not defeat, but detennination? · .
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A 9 ye;n--oldnainedCherlnell does. She wrote a poem called, "What makcs·mc
feel powerf~.'' "'When I get anA+ or an A on a test. When I get told I am smart. When
.
· people tell me I Will beeome something big. That'.s what makes me feel powerful.· .
Strong-willed is independentand brave. And .I' 11 .:
stay like 1q.at forever": . :. ·
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It is our job to.cnsure that every girl in this country ;'stays like ~tforever. '' .
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�http://www.health.org/gpower/media/forpress/gpnike.htm
Nike P.L.A.Y. Corps teams up with Girl Power!
J'
l .
FOR IMMEDIATE RELEASE
Thursday, April 23, 1997
Contact: HHS Press Office,
(202) 690-6343
Secretary Shalala Kicks Off Nike National
P.L.A.Y. Corps~- Girl Power/Partnership
Philadelphia-- HHS Secretary Donna E. Shalala and
professional women's basketball star Dawn Staley
today launched a national initiative sponsored by
NIKE to identify and train college students to coach
at-risk children in city youth sport leagues. The new
mentor-based sports program, P.L.A.Y. (Participate in
the Lives of Youths) CORPS, will team up with the
Department of Health and Human Services'· "Girl
Power!" campaign to target girls' sports participation.
The announcement comes just four days before Philadelphia hosts the
first-ever President's Summit on America's Future. The goal of the
President's Summit, to be held·from April 27-29, is to mobilize all
Americans to improve the lives and opportunities of our young people.
With today's announcement, NIKE responds to President Clinton's
challenge to corporations to step up to the plate and help our country's
at-risk youth; Secretary Shalala said.
"President Clinton has challenged every corporation, every community,
every citizen to reach out to children too often left out in the cold. NIKE's ·
initiative will help meet the President's challenge by linking college
students with at-risk children who need their support and guidance."
According to the 1996 study Physical Acti~ity and Health: A Report by the
\
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Nike P.L.A.Y. Corps teams up with Girl Power!
Surgeon General, only 25 percent of high school students are enrolled in
daily physical education classes, and a full 60 percent of young people are
· not regularly active. In addition, girls are twice as likely to be inactive as
boys. Girls living in poverty-- especially girls of color-- face even greater
barriers, according to a report released in March 1997 by the Pr~sident's
Council on Physical Fitness and Sports. ·
As Secretary Shalala said, "Together, we must help all children get off the
sidelines and into the game."
Besides helping to build positive life experiences for children, P.L.A.Y.
CORPS, modeled after President Clinton's Americorps initiative, helps
college students get an education and give something back in return.
· P.L.A.Y. CORPS coaches receive $500 towards their college tuition at the
conclusion of their seasons.
'
NIKE's P.L.A:Y. CORPS, launched as a pilot program in 1996, currently
has 100 coaches in Portland, Atlanta, Memphis, New Yor~, and
Philadelphia .. In the 1997-1998 school year, P.L.A.Y. CORPS will expand
nationwide to include youth leagues in cities across the country. In 1998,
P.L.A.Y. CORPS hopes to have over 1,000 student coaches mentoring
youth across the country.
The "Girl Power!"- P.L.A.Y. CORPS partnership announced today will
help to put into action the findings of a report by the President's Council on
Physical Fitness and Sports released in March 1997 by HHS and the "Girl
Power!" campaign. The report, entitled Physical Activity and Sports in the
Lives of Girls, demonstrates that the benefits of physical activity and sports
for girls extend beyond health to improved academic achievement,
self-confidence, and better mental health.
NIKE's P.L.A.Y. CORPS initiative aims to increase opportunities for sports
participation for both boys and girls, and to provide coaching opportunities
for both men and women.
As part of the "Girl Power!" initiative, HHS will work with NIKE to help
improve the training of coaches who work with girls to help break down
obstacles that keep girls from getting involved and staying involved in
sports and physical activity.
Launched in November 1996, "Girl Power!" is a multi-phase, national
public education campaign sponsored by the Department of Health and
Human Services. Studies show that girls tend to lose self-confidence and
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Nike P.L.A.Y. Corps teams up with Girl Power!
self worth during this pivotal age, becoming less physically active,
performing less well in school, and neglecting their own interests and
aspirations. It's during these years that girls become more vulnerable to
negative outside influences and to mixed messages about risky behaviors.
"Girl Power!" is combining strong "no use" messages about tobacco,
alcohol, and illicit drugs with an emp~asis on providing opportunities for
girls to build skills and self-confidence in academics, arts, sports, and other
endeavors.
·
###
Please E-mail all comments, questions, or suggestions to gpower@health.org ·
·:
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�http://www.health.org/gpower/media/forpress/gpsportsposter.htm
Girl Power! Public Service Announcements
FOR IMMEDIATE RELEASE
Contact: Mark Weber (SAMHSA)
Monday November 23, 1998
(301) 443-8956
2ND Anniversary _of Girl Power! Campaign
Girl Power! Sports Poster Now Available
Commemorating the second anniversary of Girl
Power! --a national public education campaign
sponsored by tfHS to help encourage and empower
9- to 14-year-old girls to make the most of their lives
-- HHS Secretary Donna E. Shalala today released
the Girl Power! sports poster to stress the importance
of physical activity and sports.
Two years ago, Secretary Shalala challenged caring
adults to reach out to young girls at this transitional
age when they are forming their values and attitudes.
She encouraged adults to help young girls pursue
opportunities to build skills and self-esteem through
sports, academics, the arts, and other endeavors.
"Getting involved in sports such as basketball, tennis,
and soccer builds self-confidence and self-esteem while also keeping young girls
physically active," said Secretary Shalala. "These are vital skills and attitudes that
will help girls throughout their adult lives."
· 1
Since 1996, the Girl Power! campaign has teamed up with 276 organizations and
59 national endorsers to promote the Girl Power! message. The Girl Power!
campaigrl' has collaborated with the Girl Scouts of the U.S.A. to develop materials
for young girls and worked with Olympic gold medalist Dominque Dawes to
produce public service announcements and posters on physical fitness and
staying drug-free.
Additionally, HHS has funded Girl Neighborhood Power!, a five-year grant
program designed to help communities develop innovative approaches to
promote the positive development, health, and well-being of girls, as well as
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prevent teen pregnancy and the use of harmful substances.
The Girl Power! campaign takes a comprehensive approach, addressing not only
a range of health issues but also the erosion of self-confidence, motivation, and ·
opportunity that is all too typical for many girls during the transitional period of 9 to
14 years of age. Studies have shown that girls tend to lose self-confidence and
self-worth during this pivotal age-- becoming less physically active, performing
less well in school, and neglecting their own interests and aspirations.
It is during these years that girls become more vulnerable to negative outside
influences and to mixed messages about risky behaviors. The Girl Power!
campaign combines strong "no usei• messages about tobacco, alcohol, and illicit
drugs with emphasis on providing opportunities to build skills and self-confidence
through many endeavors. The Girl Power! campaign also addresses related
issues such as teen pregnancy prevention, physical activity, nutrition, and mental
health.
The Girl Power! campaign combines the latest knowledge about girls' lives with
messages and materials designed to be appealing to girls and to the adults who
care about them. However, Girl Power! is also a product of the girls themselves.
In the formative stages of the campaign, girls from a wide range of cultures and
backgrounds shared their concerns and ideas with HHS' Substance Abuse and
Mental Health Services Administration (SAMHSA), which formed the basis for the
Girl Power! campaign and its products. Girls continue to offer their input via the
campaign web site.
To provide positive messages, accurate health information and support for girls
and adults who care about them, the Girl Power! campaign offers many
award-winning products. These include a campaign kit with helpful information for
adults and community-based programs. For girls, the campaign provides fun and
educational materials, such as posters, a diary, bookmarks, book covers, pins,
and stickers·. Girl Power! also has a highly successful and well-recognized web
site (http://www.health.org/gpower) that has received more than five million hits
since its launch. The web site provides a place where young girls can write about
their .concerns, find ideas for new activities, and get information.
In the coming year, Girl Power! will introduce exciting new products. A
Community Action Kit will provide resources for local Girl Power! programs and
offer activity guides for girls that are being created in collaboration with the Girl
Scouts of the U.S.A. A pocket-sized address book/resource guide will also be
available soon. In addition, "Bodywise," a new section on the Girl Power! web
site, will be launched to help young girls find out about nutrition and eating.
disorders.
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Girl Power! Public Service Announcements
Individuals and organizations interested in participating in the campaign, or who
would like to order the new sports poster and other materials can call SAMHSA's
National Clearinghouse for Alcohol and Drug Information at 1-800-729-6686
(TDD 1-800-487-4889) or visit the World Wide Web at
http://www.health.org/gpower
Please E-mail all comments, questions, or suggestions to gpower@health.org
~~~·j·.>.~?·.j·?··~.·~
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�.----------------------------------
Fitness and Sports for Girls: Girl Power! Campaign Report
..
http://www.health.org/gpower/campaignlfitreport.htm
,¥
Fall1997
Secretary Releases Physical Fitness
Report
To further emphasize the benefits of sports, Secretary Shalala presented the U.S.
Women's National Soccer Team with an award for their efforts in preventing tobacco
use.
On Friday, March 28, 1997, Secretary of Health and Human Services
Donna E. Shalala joined the Nation's top female basketball players and
coaches to encourage more young girls to participate in sports. With the
NCAA Women's Final Four Championship as a backdrop, Secretary
Shalala released a report which demonstrates that the benefits of physical
activity and sports for girls extend beyond physical health to improved
academic achievement, self-confidence, and better mental health.
A part of the Girl Power! campaign, the report, Physical Activity and Sport
in the Lives of Girls: Physical and Mental Health Dimensions from an
. Interdisciplinary Approach, is the first government report that takes an
interdisciplinary approach in examining the impact of sports and physical
activity on all aspects of a girl's life.
"Sports and physical activity participation can help girls avoid the
dangerous minefields of adolescence and reach their full potential," said
. Secretary Shalala. "We've come a long way in breaking down barriers for
girls, but now we need to work together to help get girls off the sidelines
and onto the fields."
Specific conclusions of the President's Council report are:
• ·Girls' early involvement in physical activity and sports can reduce
their likelihood of developing a number of chronic diseases and
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Fitness and Sports for Girls: Girl Power! Campaign Report
.J)
unhealthy conditions, such as coronary heart disease and high
cholesterol.
• Regular physical activity can help girls build greater peak bone mass,
thereby reducing adult risk of osteoporosis.
• Exercise and sport participation can enhance mental health by
offering adolescent girls positive feelings about body image, improved
self-esteem, tangible experiences of competency ~nd success, and
increased self-confidence. Exercise can also help with academic
achievement.
• Poverty substantially limits many girls' access to physical activity and
sports, especially girls of color who are overrepresented in lower
socioeconomic groups.
The report was made possible through the support of the Center for Mental
Health Services, part of HHS' Substance Abuse and Mental Health.
Services Administration, as part of the Girl Power! campaign, and the
Center for Research on Girls and Women in Sports (CRGWS) at the
University of Minnesota. Copies of the executive summary and full report
are available on the Internet at www.coled.umn.edu/KLS/crgws and
www.mentalhealth.org
Return to Fall 1997 Update
Please E-mail all comments, questions, or suggestions to
· gpower@health.org
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�Sport and Teen Pregnancy: Executive Summary
http://www.lifetimetv.com/WoSport/stage/RESLIB/html/pregexecsum.html
The Women's Sports
Foundation Report:
Sport and Teen
Pregnancy .
Executive Summary
This study fills a major gap in research, revealing that
sports may well be an untapped resource in the nation's
struggle to prevent teen pregnancy. Many Americans
believe that sports help to lower girls' risk for pregnancy.
Parents breathe easier because their daughters are busy
and chaperoned while attending after-school sports
programs. Coaches tell stories about girls for whom the
self-esteem supplied by sports helped ward off peer
pressures to have sex. Some corporate advertisers point
to sport as a key solution to the problem of teen
pregnancy.
Despite such claims, however, researchers have failed to
systematically investigate the connections between
athletic participation and girls' risk for pregnancy (1 ).
Moreover, only a handful of educational or
community-based programs have used athletic
participation as a strategic centerpiece for reducing teen
pregnancy.
The Women's Sports Foundation Report: Sport and
Teen Pregnancy opens a door for. understanding the
largely unexamined connections between athletic
participation, sexual behavior and teen pregnancy. So that
reliable research findings could be generated, the
Women's Sports Foundation pooled funds with the
Packard Foundation, the RGK Foundation, the Sara Lee
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Foundation, and the Turner Foundation in order to
develop a comprehensive research design that tested
whether athletic participation is tied to a reduced risk of
teen pregnancy.
And what aboutboys? Are male athletes more or less
likely than non-athletes to be involved with a pregnancy?
Do boys learn lessons in the locker room that encourage
them to "score" with girls and measure their masculine
self-worth in terms of sexual conquest? Or are male
athletes too caught up with training, discipline, and
dreams of athletic success, too committed to a "clean
body, clean mind" ethic to risk unprotected sex and
consequent involvement with pregnancy? These questions
remain unanswered, both because research on teen
pregnancy and prevention programs has focused mainly
on girls and because the role of sports in male sexual
development has only recently begun to be studied. While
the emphasis of this study is mainly on girls, we do
·
include some findings that pertain to boys.
The findings and conclusions in this report were derived
from the analyses of two different sources of data: 1) the
Youth Risk Behavior Survey of the Centers for Disease
Control and Prevention, a nationally representative
sample of 11,000 students in grades 9 through 12; and 2)
the Family and Adolescent Study, a New York State
Research Institute on Addiction study funded by the
National Institute on Alcohol Abuse and Alcoholism,
which includes a representative household sample of
adolescents from 699 families from Western New York.
Our data analyses provided a comprehensive and reliable
assessment of the influence of athletic participation on
adolescent sexual behavior and pregnancy risk. Some
racial and ethnic groups were not represented in large
enough numbers for reliable statistical analyses to be
done; e.g., Asians, Native Americans, Pacific Islanders.
Some specific findings documented by this study include:
1. Female Athletes Were Less Likely to Get Pregnant
Female athletes in the nationwide survey were less than
half as likely to get pregnant as female non-athletes (5%
and 11%, respectively). Moreover, significantly reduced
rates of pregnancy were found for the sub samples of
African-American, Caucasian, and Latina/Hispanic female
athletes.
2. Female Athletes Were More Likely to Be Virgins
Female athletes were significantly more likely to report
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that they had never had sexual intercourse than female
non-athletes. While 54% of the female athletes said they
had never had sexual intercourse, 41% of the non-athletes
reported the same.
3. Female Athletes Had Their First Intercourse Later
in Adolescence
Female non-athletes were about twice as likely.as female
athletes to experience their first intercourse between the
ages of 10 to 13 (15% and 8%, respectively in the
nationwide survey, and 9% and 2% in the Western New
York survey). The onset of coital activity was
significantly later for female athletes than female
non-athletes.
4. Female Athletes Had Sex Less Often
Female athletes in Western New York had sexual
intercourse less frequently than female non-athletes.
While less than a third of female athletes (30%)
acknowledged having sexual intercourse four or more
times during the past year, almost half of non-athletes
(49%) did SO.
5. Female Athletes Had Fewer Sex Partners
Female athletes had fewer sex partners.than their
non-athletic counterparts. While 29% of athletes in the
nationwide survey said they had two or more partners
during their lifetime, 37% of the non-athletes said so. The
figures for the Western New York study were 24% and
39%, respectively.
6. M~xed Results for Male Athletes
Male athletes in Western New York experienced their
first sexual intercourse earlier than male non-athletes. In
the national study, Mrican-American male athletes also
experienced coital onset earlier than the non-athletes.
However, no other consistent pattern of differences
emerged between male athletes and non-athletes.
7. Athletes Are More Likely to Use Contraceptives
Among sexually active adolescents in the nationwide
survey, both female athletes (87%) and male athletes
(85%) reported higher rates of contraceptive use than
their non-athletic counterparts. Specifically in regard to
condom use, however, only female athletes were
significantly more likely to report use than female
non-athletes (53% and 41%, respectively).
Our results strongly suggest that, for girls, sports may be
used as a developmental shategy in programs intended to
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~xecutive
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Summary
reduce teen pregnancy. In order to tap this potential, a
Policy Advisory Panel was formed to draw up the policy
recommendations included in this report.
© 1998 Women's Sports Foundation. All rights reserved.
No part of this report may be reproduced ortransmitted in any form or by any means, electronic or
mechanical, including, but not limited to, photocopying, recording, or by any informational storage and
retrieval system, without permission in writing from the publisher.
·~·porta;
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© 1998 Lifetime Entertainment Services. All rights reserved.
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Girl Power: There are no limits
Girl Power: There Are No Limits
Philadelphia Daily News
Tuesday, February 3, 1998
Reprinted with permission
Each year, the local branch of the Women's Sports Foundation sponsors an essay contest
for girls in Philadelphia public and Catholic schools to get young women thinking about
the role of sports in their lives. This year's topic was "There Are No Limits."
A Daily News salute to female Athletes
The four prize-winning essays are printed in this section.
•
•
•
•
It was love, and still is, by Yvonne Anderson
They fought and we won, by Alison Luberski
Play is the way to win ... respect, by Jamilla Blocker
Don't Let labels foul your efforts, by Jamie Dunn
Here is a close-up look at talented young women being recognized for their athletic
accomplishments by the Women's Sports Foundation.
•
•
•
•
Nahara Rodriguez: No accident could keep her out ofthe swim
Rashana Barnes: From boards to books, a true all-rounder
Stephanie Moyerman: She has all the right moves
Six winning ways
Girl Power! Tips I Girl Power! Diary I GiriSpeak! I Girl Power! Guests I Girl Power!
Sports & Fitness I Endorser Spotlight I Games & Puzzles I What You've Said I Girl
Power! Picks I Activity Book I Books 4 Girls! I Girl Power! Stuff I Girls At Work I
What's New With Girl Power! I Girl Power! Scrapbook I For Girls! Locker I Girl
Power! Homepage
Please E-mail all comments, questions, or suggestions to gpower@health.org
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Girl Power: There are no limits
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· AAUW Research Initiatives(2100)
. http://www .aauw.org/2000/resinit.htrnl
[Home]. [Issues] [Fellowships, Grants, Awards] [Resources] [Getting Involved]
[Members Comer] [What's New!] [Directory]
AAUW's Initial Research
Shortchanging Girls, Shortchanging America
A nationwide pplLofstudents ages 9-15, Shortchanging Girls, Shortchanging America (1991) examines
the impact of gender on self-esteem, career aspirations, educational experiences, and interest in math and
science. The study foimd that as girls reach adolescence, they experience asignificantly greater drop in .
self-esteem than boys experience. The poll also confirms a growing body of research that indicates girls
are systematically, if unintentionally, discouraged from a wide range of academic pursuits--particularly.
in math and science. This gap in self-esteem and drop in girls' interest in math and science have
devastating consequences for the future of girls and the future of the nation.
Produced in.conjunctiop with the poll,.AAUW's Shortchanging Girls, Shortchanging America video
integrates poll results and the voices and faces of American girls with a roundtable of edt1cation experts
and public policy leaders.
·
·
·
·The poll inspired journalist Peggy Orenstein to write SchoolGirls: Young Women, Self-Esteem, and the
Confidence Gap (1994), a moving portrait of adolescent girls at two California middle schools, one
predominantly white and middle class, the other predominantly black and economically disadvantaged~
· SchoolGirls follows the girls through the school year, describing girls like Becca, who boasts she's a
feminist but won't raise her hand in class for fear she'll give the wrong answer. The book is now in its
third printing and is used as a textbook in some schools.
·
Shortchanging Girls, Shortchanging America, released in 1991 with an updated executive summary
published iil.1995, was commissioned by AAUW and researched by Greenberg-~ake: The Analysis
Group.
··:.
·
·
To purchase copies of the Shortchanging Girls, Shortchanging America Executive S"ummary, the
Shortchanging Girls, Shortchanging America video, or SchoolGirls: :Young Women, Self-Esteem,
and the Confidence Gap, see the AAUW Sales Catalog.
·
·
.•.
.
For more information about the Shortchanging Girls, Shortchanging America Executive Summary, the
Shortchanging Girls, Shortchanging America'vide9, or SchoolGirls: Young Women, Self-Esteem, and
the Confidence Gap, send an e-mailto foundation@mail.aauw.org, call the Foundation INFOLINE at
202/728-7602 weekdays 1,0 a.m. to 5 p.m. (Eastern time), or write to:
AAUW Educational Foundation Research
Department RR.INT
1111 Sixteenth St. N.W.
Washington, DC 20036
The AAUW Report: How Schools Shortchange Girls
The AAUW Report: How Schools Shortchange. Girls (1992) is a startling examination of how girls in ·
grades K-12 receive an inferior education to boys in America's schools. Among other results, the report.
reveals that girls receive less attention in the classroom than boys; girls are not pursing math-related ·
careers in proportion to boys; although the gender gap in math is shrinking, the gender gap in science is
increasing; African American girls are more likely than white girls to be rebuffed by teachers; curricula
ignore or stereotype women; reports of sexual harassment of girls are increasing; and many standardized
tests contain elements of gender bias. These forms of gender bias undermine girls' self-esteem and
discourage them from pursuing nontraditional courses of study, such as·math and science. The'report
includes concrete strategies for change and recomniendations for educators and policymakers.
I
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AAUW Research lp.itiatives(2100)
Through a grant provided by the Ford Foundation, The AAUW Report has been translated into Chinese,
Spanish; and French and was disseminated at the Nongovernmental Organizations Forum held in
conjunction.withthe September 1995 U.N. Fourth World Conference on Women in Beijing, China.
A paperback edition of The AA UW Report: How Schools Shortchange' Girls was released in 1995 by
Marlowe and Company, New York. The publication has·an updated foreword and a new index.
:•.
Also available is The AAUW Report: How Schools Shortchange Girls Executive Summary, an overview
of the full report with recommendations for change. For concrete strategies to combat gender bias in
schools, see The AA UW Report Action Guide.
Commissioned by the AAUW Educational Foundation, The AAUW Report: How Schools Shortchange
Girls was researched by the Wellesley College Center for Research on Women.
To purchase a copy of The AAUW Report: How Schools Shortchange Girls, The AA{!W Report:
How Schools Shortchange Girls Executive Summary, or The AA UW Report Action Guide, see the
AAUW Sales Catalog.
For more information about The AAUW Report: How Schools Shortchange Girls, send an e-mail to
foundation@mail.aauw.org, call the Foundation INFOLINE at 202/728-7602 weekdays 10 a.m. to 5
p.m. (Eastern time), or write to:
AAUW Educational Foundation Research
Department RR.INT
1111 Sixteenth St. N~W.
Washington, DC 20036
Hostile Hallways: The AAUW Survey on Sexual Harassment in Amefica's Schools
Hostile Hallways:· The AAUW Survey on SexualHarassment in America's Schools (1993) represents the
first national scientific study of sexual harassment in public schools. Based on the experiences of 1,632
students in grades 8 through 11, theresearch foundthat 85 percent of the girls and 76 percent of the boys
surveyed have experienced sexual harassment. The survey also found that although both girls and boys
experience sexual harassment at alarming rates, sexual harassme~t takes a greater toll on girls: girls who
have been harassed are more afraid in school and feelle.ss confident about themselves than boys who
have been harassed; sexual harassment in school begins early; students ar~ harassed by boys and girls;
girls of all races experience more sexual harassment than do boys; African American boys are more
likely to be harassed; and homophobia begins at an early age. ·
The study was commissioned by the AAUW Educational Foundation and conducted by Louis Harris and
Associates.
To purchase a copy of Hostile Hallways: The AAUW Survey on Sexual Harassment in America's
Schools, see the AAUW Sales Catalog.
·
·
· ..
For inore information about-Hostile Hallways:· ,The AAUW Survey on Sexual Harassment in America's
Schools, send an e-mail to foundation@mail.aauw.org, call the Foundation INFOLINE at 202/728-7602
weekdays 10 a.m. to 5 p.m. (Eastern time), or write to:
AAUW Educational Foundation Research
· Department RR.INT
1111 Sixteenth St. N.W.
Washington, DC 20036
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AAUW Research Initiatives(2100)
Growing Smart: What's Working for Girls in School
Released in October 1995, Growing Smart: What's Working for Girls in School gives educators,
policymakers, parents, and students insights into strategies that foster girls' achievementand healthy
· development. A national review of more than 500 reports and studies on girls in grades K-12, Growing
Smart offers compelling evidence that innovative approaches such as team learning, all-girls classes, and
greater hands-on access to computers and tools benefit girls' ability to succeed in school. The publication
includes a detailed summary of the researchers' data; action strategies for schools, families, and
·
community leaders; and a resource list of programs nationwide with photos and firsthand accounts from . · · ·
program participants. While this study is about girls, it also addresses approaches that enhance school
achievement and healthy development for boys.
·
The review was commissioned by the AAUW Educational Foundation and researched by Sunny Hansen,
Joyce Walker, and Barbara Flom at th~ University ofMinnesota's College of Education and Human
Development.
The news release for Growing Smart: What's Workingfor Girls in School is available on this site.
To purchase a copy of Growing Smart: What's Working for Girls in School, see the AAUW Sales
Catalog.
For more information about Growing Smart: What's Working for Girls in School, send an e-mail to
foundation@mail.aauw.org, call the Foundation INFOLINE at 202/728-7602 weekdays 10 a.m. to 5
p.m. (Eastern time), or write to:
AAUW Educational Foundation Research
· Department RR.INT
1111 Sixteenth St. N.W.
Washington, DC 20036
'
f'.
.
.
AAUW Educational Foundation's Latest Research Initiative
New! Girls in the Middle: Working to Succeed in School (1996)
Released in September 1996, this intriguing report and companion video show how adolescent girls,
regardless of their race, ethnicity, socioeconomic status, or region of the country, use a common set of
behavioral strategies· to meet the challenges of middle school. Girls try out these behaviors in a vital but
often-misunderstood identity..:making process, shifting strategies to fit changing circumstances. No
single strategy works all the time, and all have risks.
Enter the world of middle school and see how girls use different strategies to meet the competing
demands of school, community, and peers. Learn how parents, administrators, and teachers can foster
girls' growth.by encouraging. them to experiment with the'full range of strategies.
·
Among the most coillinon strategies are:
Speaking out. When girls speak out, they tend to make their opinions heard at home, at school, and in
·the community. They are often highly visible in their schools and publicly acknowledged as leaders.
However, in some circumstances, ~irls who speak out risk being labeled as troublemakers.
Doing school. When girls "do school," they often complete their work on time, listen in class, and meet
adults' expectations, which may lead to good grades and academic success. On the other hand, doing
school may result in suppressed potential.
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AAUW Research Initiatives(21 00)
Crossing borders. When girls cross borders, they tend to move easily between differ~nt cultures or sets
of norms and expectations, bridging the gap between peers and adults or between different racial or
ethnic groups. This skill makes them good communicators and· mediators. However, being a go-between
may. be a heavy responsibility at times.
·
Girls in the Middle links girls' success to school reforms like team teaching and cooperative learning,
especially where these are used to address gender issues. Reforms that match students with caring adults
· and confront such real student concerns as violence, pregnancy, and social norms benefit boys as well as
girls. ·
·
·
Coinmissioned by the 'AAUW Educational Foundation~ this qualitative study was conducted by
Research for Action, Inc. and written by Jody Cohen and Sukey Blanc, with Jolley Christman, Diane
Brown, and Michelle Sims.
·
·
·
The news release· for Girls in the Middle: Working to Succeed in School is available on this site.
To purchase a copy of Girls in the Middle: Working to Succeed in School see the AAUW Sales
Catalog.
· ·
For more information about Girls in the Middle: Working to Succeed in School, send an· e-mail to
foundation@mail.aauw.org, call the Foundation INFQLINE at202/728-7602 weekdays 10 a.m. to 5
p.m. (Eastern time), or write to:
.AAUW Ed~cational Foundation Research .
Department RR.INT
1111 Sixteenth St. N.W .
.Washington, DC 20036
[Home] [Issues] [Fellowships, Grants, Awards] [Resources] [Getting Involved]
[Members Comer] [What's New!] [Directory]
Ifyou have problems with the programming or execution of this page, contact
webmaster@mail.aauw. org.
4 of4
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�1998.11.23: Second Anniversary of Girl Power! Campaign
FOR IMMEDIATE RELEASE
Monday, Nov. 23, 1998
Contact: Mark Weber (SAMHSA)
(301)
http://www .hhs.gov/cgi-bin/waisgat...94818972+3+0+0& WAISaction=retrieve
443-8956
2ND ANNIVERSARY OF GIRL POWER! CAMPAIGN
Girl Power! Sports Poster Now Available
'
'
Commemorating the second anniversary of Girl Power! -- a national public education campaign
sponsored by HHS to help encourage and empower 9- to 14-year-old girls to make the most of their lives
-- HHS Secretary Donna E. Shalala today released the Girl Power! sports poster to stress the importance
of physical activity and sports.
Two years ago, Secretary Shalala challenged caring adults to reach out to young girls at this transitional
age when they are forming their values and attitudes. She encouraged adults to help young girls pursue
opportunities to build skills and self-esteem through sports, academics, the arts, and other endeavors.
I
"Getting involved in sports such as basketball, tennis, and soccer builds self-confidence and self-esteem
while also keeping young girls physically active," said Secretary Shalala. "These are vital skills and
attitudes that will help girls throughout their adult lives."
Since 1996, the Girl Power! campaign has teamed tip with 276 organizations and 59 national endorsers
to promote the Girl Power! Message. The Girl Power! campaign has collaborated with the Girl Scouts
of the U.S.A. to develop materials for young girls and worked with Olympic gold medalist Dominque
Dawes to produce public service announcements and posters on physical fitness ~d staying drug-free.
Additionally, HHS has funded Girl Neighborhood Power!, a five-year grant program designed to help
communities develop innovative approaches to promote the positive development, health, and wellbeing of girls, as well as prevent teen pregnancy and the use of harmful substances.
The Girl Power! campaign takes a comprehensive approach, addressing not only a range of health
issues but also the erosion of self-confidence, motivation, and opportunity that is all too typical for many
girls during the transitional period of 9 to 14 years of age. Studies have shown that girls tend to lose
self-confidence and self-worth during this pivotal age -- becoming less physically active, performing less
well in school, and neglecting their own interests and aspirations.
It is during these years that girls become more vulnerable to negative outside influences and to mixed
messages about risky behaviors. The Girl Power! campaign combines strong "no use" messages about
tobacco, alcohol, and illicit drugs with emphasis on providing opportunities to build skills and
self-confidence through many endeavors. The Girl Power! campaign also addresses related issues such
as teen pregnancy prevention, physical activity, nutrition, and mental health.
The Girl Power! campaign combines the latest knowledge about girls' lives with messages and
materials designed to be appealing to girls and to the adults who care about them. However, Girl
Power! is also a product of the girls themselves. In the formative stages of the campaign, girls from a
wide range of cultures and backgrounds shared their concerns and ideas with HHS' Substance Abuse and
Mental Health Services Administration (SAMHSA), which formed the basis for the Girl Power!
Campaign and its products. Girls continue to offer their input via the campaign web site.
To provide positive messages, accurate health information and support for girls and adults who care
about them, the Girl Power! campaign offers many award-winning products. These include a campaign
kit with helpful information for adults and community-based programs. For girls, the campaign provides
fun and educational materials, such as posters, a diary, bookmarks, book covers, pins, and stickers. Girl
Power! also has a highly successful and well-recognized web site (http://www.health.org/gpower) that
has received more than five million hits since its launch. The web site provides a place where young
girls can write about their concerns, find ideas for new activities, and get information.
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In the coming year, Girl Power! will introduce exciting new products: A Community Action Kit will
provide resources for local Girl Power! programs and offer activity guides for girls that are being
created in collaboration with the Girl Scouts of the U.S.A. A pocket-sized address book/resource guide
will also be available soon. In addition, ;'Bodywise," a new section on the Girl Power! web site, will be
launched to help young girls find out about nutrition and eating disorders.
Individuals and organizations interested in participating in the campaign, or who would like to order the
new sports poster and other materials can call SAMHSA's National Clearinghouse for Alcohol and Drug
Information at 1-800-729-6686 (TDD 1-800-487-4889) or visit the World Wide Web at \
http://www. health. org!gpower
·
'###
Note: HHS press releases are available on the World Wide Web at: http://www.hhs.gov.
)
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The President's Council on Physical Fitness and Sports Report
Physical Activity & Sport in the Lives of
Girls
Physical & Mental Health Dimensions
from an Interdisciplinary Approach
(
Under the Direction of
The Center for Research on Girls & Wome~ in Sport
University of Minnesota
Supported By
The Center for Mental Health Services I
Substance Abuse and Mental Health Services Administration
U.S. Department of Health and Human Services
Spring 1997
Table of Contents
mProject Directors
mResearch Advisory Panel
mAuthors
wProduction
mMessage from Donna Shalala, Secretary of Health and Human Services
Iii Message from the President's Council on Physical Fitness and Sports
wLetter from the Project Directors
mAcknowle~ments
wSpecial Th s
Iii
Summary
• Key Research Findings
• Conclusions and Recommendations
• Directions for Future Research
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wOverview of the Report
•
•
•
•
•
Participation, Opportunity and Barriers
Understanding the Complete Girl
Poverty, Race and Physical Ability
What Researchers Don't Know Can Hurt Girls
Conclusion: Expanding the Resource
w Section I: Physiological Dimensions
(
•
•
•
•
•
Benefits of Physical Activity for Girls
Potential Deleterious Effects of Physical Activity on Girls
Potential Long-Term Effects of Physical Activity
Conclusions and Recommendations
Directions for Future Research
wSection II: Psychological Dimensions
• Motivation
• I Self-Perceptions
•. Moral Development
• Emotional Well-Being
• Stress and Anxiety
• Body Image
• Disordered Eating
• Conclusions and Recommendations
• Directions for Future Research
wSection III: SociologicalDimensions
•
•
•
•
•
•
•
•
•
Learning Gendered Behavior
Establishing Gender Difference
Adolescence: The Costs of Gender Difference
Minority Girls: At Special Risk
The Consequences of Rejecting Physical Activity
Benefits of Physical Activity
Effects of Title IX
Conclusions and Recommendations
Directions for Future Research
w Section IV: Mental Health Dimensions
• The Effects of Exercise on Mental Health
o Exercise and the Enhancement of Psychological Well-Being
o Exercise and the Reduction of Anxiety and Depression
o Hypotheses to Explain the Psychological Benefits of Exercise and
Sport
• Female Adolescents and Mental Health
o Female Adolescents and Depression ·
o Post-Traumatic Stress Disorder
o Exercise and Adolescent Mental Health
o Anecdotal Evidence from the Field
o Exercise as a Preventative Measure
• Conclusions and Recommendations
• Directions for Future Research
wPolicy Recommendations
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Iii
References
Iii
Members of the President's Council on Physical Fitness and Sports
Iii
For More Information ...
wDownload Full Report
Project Directors
Mary Jo Kane, Ph.D.
Associate Professor and Directorr
Center for Research on Girls & Women in Sport
University of Minnesota, Minneapolis, Minnesota
Deborah Slaner Larkin
Council Memberr
President's Council on Physical Fitness and Sports, Washington, D.C.
Steward, Women's Sports Foundation, East Meadow, New York
·Authors
Linda K. Bunker, Ph.D.
University Of Virginia
Margaret Carlisle Duncan, Ph.D.
University Of Wisconsin--Milwaukee
Patty Freedson, Ph.D.
University Of Massachusetts--Amherst
Doreen Greenberg, Ph.D.
Farleigh Dickinson University
Carole Oglesby, Ph.D.
Temple University
Don Sabo, Ph.D.
D'Youville College
Diane Wiese-Bjomstal, Ph.D.
University Of Minnesota
Research Advisory Panel
Elizabeth Arendt, M.D.
Associate Professor, Department of Orthopaedic Surgery, University of Minnesota
Minneapolis, Minnesota
Linda K. Bunker, Ph.D.
Associate Dean ofAcademics and Students Affairs, University of Virginia
Charlottesville, Virginia
Juliann DeStefano, R.N., M.P.H.
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Special Assistant, Office of the Director, Center for Mental Health Services,
Substance Abuse and Mental Health Services Administration,
US. Department of Health and Human Services
Rockville, Maryland
Mary Ann Hill, M.P.P.
Director of Communications, President's Council on Physical Fitness and Sports
Washington, D.C.
Gwendolyn Puryear Keito, Ph.D.
Director, Women's Programs Office, American Psychological Association
·
·
Washington, D. C.
Judy Mahle Lutter
President, Melpomene Institute
St. Paul, Minnesota
Sandra Perlmutter
Executive Director, President's Council on Physical Fitness and Sports
Washington, D.C.
Don Sabo, Ph.D.
Professor of Sociology, D'Youville College
Buffalo, New York
Christine G. Spain, M.A.
Director of Research, Planning, and Special Projects
President's Council on Physical Fitness and,Sports, Washington, D.C.
Production
Content Editor: Linda K. Bunker, Ph.D.
Copy Editor: Katherine Pr:adt
Publication Design: Nance Longley
Production: Jonathan Sweet, Arlene West
[return to table of contents]
Message from Donna E. Shalala
Secretary of Health and Human Services
The year 1996 marked a breakthrough in our understanding ofthe benefits of physical activity and
health for all Americans. With the publication of the first Surgeon General's Report on Physical Activity
and Health, we have clearly documented the fact that men and women of all ages can improve the·
quality oftheir lives through a·lifelong practice of regular moderate physical activity. And the research
indicates that physical activity need not be strenuous to achieve real health benefits. A regular,
preferably daily routine of at least 30-45 minute's of brisk walking, bicycling, or even dancing will
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l
reduce the risks of developing coronary heart disease, hypertension, colon cancer, and diabetes.
Moreover, regular physical activity can reduce symptoms of depression and anxiety; help control
weight; and help' build and maintain healthy bones, muscles and joints.
Childhood and adolescence are critical times to lay the foundation for lifelong physical activity, but,
unfortunately, too many young people, especially girls, are not active enough. As children grow into
adolescence, their participation in physical activity declines dramatically. As the Surgeon General's
report tells us, almost half our young people aged 12 to 21 are not vigorously active on a regular basis
and 14 percent are completely inactive. And young females are twice as likely to be inactive as young
·
males.
These are dangerous trends, and we need to change them. Fortunately, this landmark report on Physical
Activity & Sport in the Lives of Girls from the President's Council on Physical Fitness and Sports tells
us some of the steps we can take to enable girls to reach their full potential. It tells us that we need to
provide more quality school-based physical education for girls. It tells us that we need to encourage girls
to get involved in sport and physical activity at an early age. It tells us that we need to challenge
stereotypes that impede girls' participation in sports. And it tells us that we have made progress in some
areas. For example, the Title IX legislation enacted in 1972 has opened the doors for millions of girls to
participate in school sports.
Americans took enormous pride in the accomplishments ofthe 1996 Olympic gold medal female
athletes in soccer, softball, swimming, track and field, gymnastics, basketball, and other sports. We need
to build on that spirit and develop a national commitment to ensure that every girl receives the
encouragement, training, and support she needs to develop and maintain an active lifestyle!Increasing
physical activity among girls is a formidable public health challenge, but the potential rewards are great:
a more vigorous nation, better health and greater leadership opportunities for girls, prevention of
premature death and unnecessary illness, and a higher quality of life for our citizens. I strongly
encourage all Americans to join us in this effort. ,
·
[return to table of contents]
Message from the President's Council
on Physical Fitness and Sports
In the summer of 1996, our ~ation cheered the performance and achievements ofthe U.S. women
Olympians and Paralympians. The images of strong, active women were inspiring, a long way from the
days when females were relegated to "lady-like" sports and young girls were left on the sidelines as their
brothers played.
Following on the heels of the Surgeon General's Report on Physical Activity and Health, this landmark
review makes clear that participation in physical activity and sport can help girls weather the storms of
adolescence and lay the foundation for a healthier adult life. The report looks at "the complete girl"
through an interdisciplinary approach to investigate the impact of physical activity and sport
participation.
The conclusions are striking: regular physical activity can reduce girls' risk of many of the chronic
diseases of adulthood; female athletes do better academically and have lower school drop-out rates than
their nonathletic counterparts; and, regular physical activity can enhance girls' mental health, reducing
symptoms of stress and depression and improving self-esteem.
But further vigilance and research are needed to ensure that all girls and boys can experience these same
benefits. While Title IX has a tremendous impact on expanding physical activity opportunities· for
females, its compliance and enforcement have often wavered. Parents, teachers, and coaches should be
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encouraged to challenge stereotypes about girls' participation in physical activity and sport. There is a
lack of information and research about how race, ethnicity, and socioeconomic status might affect girls'
sport and fitness involvement.
.
.
·
I gre.atly appreciate the support of the Members of the President's Council for this endeavor, which
stemmed from the Council's Task Force on Girls and Minorities. Their enthusiasm and unflinching
support for expanding the reach of the PCPFS into important areas such as this have been critical to the
successful completion of this important project.
· Council Member Deborah Slaner Larkin deserves special recognition for her vision and commitment to
this report and for her many years of leadership in promoting opportunities in physical activity and
sports for girls and women.
·
I would like to thank the Center for Research on Girls & Women in Sport, under the able leadership of
Dr. Mary Jo Kane, and the Center for Mental Health Services, our partners in this endeavor. ,
It is my hope that this report will serve as a catalyst for parents, coaches, educators, researchers, and
community leaders to encourage and create opportunities for girls and young women to become--and
remain--more physically active throughout their lives.
Sandra Perlmutter
Executive Director
[return to table of contents]
= = = = = = = = = = = = = = = = = = = = = = = = = = = = = · = -.=-·=- . ·-· --.
Letterfrom the Project Directors
Dear reader:
On behalf of the President's Council on Physical Fitness and Sports, we are honored to present this
research report. All of us who have been involved with the project have a great respect for the power that
sport and physical activity can wield. Such involvement has helped shape our lives. In fact, it is a major
reason why many of us have chosenthis area as our life's work.
Physical Activity and Sport in the Live,s ofGirls: Physical and Mental Health Dimensions from an
Interdisciplinary Approach was created to highlight the multiplicity of ways in which physical activity
and sport have become an integral part of girls' lives. It examines the benefits girls derive from
participation in physical activity and sport; the barriers that prevent them from reaching their full
potential; and the kinds of environments in which girls learn how to develop and foster the best parts of
themselves both on and off the playing fields. The report was also created to develop future research
paths and policy recommendations as a guide for planning and programming.
This is a groundbreaking report because it marks the first time an interdisciplinary approach has been
used in a government document that examines the impact of sport and physical activity in the lives of
girls. We have chosen authors who are experts in the physiological, sociological, psychological and
mental health fields to each write a section discussing significant issues in their respective academic
areas. The interdis<;iplinary approach is particularly important because it enables us to talk about the
"complete girl"--her social, physical, emotional and cultural environment--rather than just one aspect of
a girl's experience. It should be noted that, on occasion within the report, the authors present differing
points of view with respect to certain research findings. For example, scientific studies in the mental
health field may suggest a particular relationship between self-esteem and physical activity that has not
been identified in the area of sport sociology. This should not be interpreted as problematic or
contradictory; instead, it can be viewed as an opportunity for further discussion and for reinforcement of
the need for future interdisciplinary research. Finally, one strength of this report is a reference list that
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includes numerous citations from a variety of academic disciplines. Such a list can be an invaluable
resource for academics, educators and practitioners.
Related to the issue of interdisciplinarity, you will find when reading the report that different authors use
different terminology when talking about girls. As a general rule, however, the word "girl" is used when
authors are referring to girls 18 and under. Other terminology is used to further delineate age. For
example, "adolescent female" typically refers to girls between the ages of 13-18, while "young girl"
generally signifies 11 and under.
While the amount of research covered in this report is thorough and in-depth, because of space
limitations, we could not include every aspect of what is known about the many ways in which sport and
physical activity influence girls. We also addressed many issues related to diversity such as cultural or
racial heritage and different physical abilities. However, what is clear from the authors' findings is that
we have a great deal more to learn about the particular ways in which involvement in sport and physical
activity affects minority groups of girls. We urge others to use this document as a way to pursue future
areas of research; many potential directions are outlined in detail in the authors' research sections.
It is important that the information presented in this document reaches a variety of audiences from
parents, teachers and coaches to administrators and policy makers in educational institutions and
goverrnpent agencies. Everyone involved in the lives of our children needs to know what factors
contribute to girls' development. Our hope is that those most able to effect change will use this
information as a vehicle for pursuing future areas of research and developing and implementing
programs that will make a difference in one of this country's most important assets--girls.
Finally, this report is dedicated to all of the parents, physical education teachers, coaches and athletic
administrators who recognize the importance of sport and physical activity for all girls. These
hard-working individuals spend their days on the ball fields and playgrounds teaching skills and.
developing a young girl's character. They are on the phone at night organizing the next game, event or
season. Their weekends are often spent at_ meetings and conferences. They fight for Title IX compliance,
coverage of a game or a walkathon in the local paper, new uniforms, adequate facilities and safe fields.
Without their commitment and dedication to bettering the lives of girls throughout this country, this
report would not have been possible. We are all in their debt!
MaryJo Kane
Project Director
Deborah Slaner Larkin
Project Director
[return to table of contents]
Acknowledgments
THE PRESIDENT'S COUNCIL ON PHYSICAL FITNESS AND SPORTS (PCPFS) serves
as a catalyst to promote, encourage and motivate the development ofphysical activity,
fitness and sports participation for all Americans of all ages. Established by Executive
Order in 1956, the PCPFS is made up of twenty members appointed by the President.
Assisted by elements of the United States Office of Public Health and Science, the PCPFS
provides guidance to the President and the Secretary of Health and Human Services on how
to get more Americans physically active.
THE CENTER FOR RESEARCH ON GIRLS & WOMEN IN SPORT (CRGWS) is dedicated to
examining how sport and physical activity impact the lives of young girls and women. The first of its
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kind in the country, the CRGWS is an interdisciplinary research center leading a pioneering effort on
significant social and educational issues. The CRGWS is equally committed to teaching and mentoring
students and to community outreach and public service.
THE CENTER FOR MENTAL HEALTH SERVICES, Substance Abuse and Mental Health Services
Administration, U.S. Department of Health and Human Services, provides national leadership for
improving the quality and availability of treatment and prevention services for mental illness,
particularly with respect to adults with serious mental illness and children with serious emotional
disturbances.
This comprehensive report is funded by the Center for Mental Health Services, Substance Abuse and
Mental Health Services Administration, U.S. Department of Health and Humari Services. The Project
Directors are grateful to the Center for Mental Health Services, Substance Abuse andMental Health
Services Administration, U.S. Department of Health. and Human Services, for their support in making
this study possible. It will enable us to provide information to educators and decision makers who are in
a position to make a difference in the lives of girls across the country.
Special Thanks
Appreciation is extended to the following individuals, all of whom have made a significant contribution
to the preparation ofthis report: Leslie Fisher, Ph.D. (University of Virginia); Darlene Kluka (Oklahoma
State University); Judy Mahle Lutter, President (Melpomene Institute, St. Paul MN); Gloria Solomon,
Ph.D., (Texas Christian University); Diane Wakat, President (Intelligent Nutrition Systems,
Charlottesville VA); Art Weltman, Ph.D. (University of Virginia); Jennifer Fiedelholtz, M.P.P., Acting
Associate Administrator (Office ofWomen's Services/Substance Abuse and Mental Health Services
Administration); Nance Longley, Publications Designer/Production Assistant (College of Education and
Human Development, University of Minnesota); Debra Haessly, Executive Assistant (School of
Kinesiology and Leisure Studies, University of Minnesota); Shelly Shaffer, Ph.D. (Center for Research
on Girls & Women in Sport, University of Minnesota); LeeAnn Kriegh, M.A. (Centerfor Research on
Girls & Women in Sport, University of Minnesota); Jonathan Sweet, Executive Assistant (Center for
Research on Girls & Women in Sport, University of Minnesota); Janet Spector, Associate Professor
(Departments ofAnthropology and Women's Studies, University of Minnesota); BernardS. Arons, M.D.,
Director (Center for Mental Health Services, Substance Abuse and Mental Health Services
Administration, US. Department of Health and Human Services); Layne Owens, Special Assistant to the
Executive Director (President's Council on Physical Fitness and Sports).
[return to table of contents]
==========~=======================-=======-=-==---~-=~-=-===================~=~~~
Summary
'
THE PRESIDENT'S COUNCIL ON PHYSICAL FITNESS AND SPORTS (PCPFS) serves as a
catalyst to promote, encourage and motivate the development of physical activity, fitness and sport
participation for all Americans. This report expresses the PCPFS's mission to inform the general public
of the importance of developing and maintaining physical activity and fitness in our daily lives, and to
heighten awareness of the links that exist between regular physical activity and good health. In the past,
involvement in sport and physical activity has been primarily associated with males. Over the past two
decades, however, girls' and women's involvement in such activity has increased dramatically. This is in
large part due to the impact of Title IX, federal legislation passed in 1972 designed to prohibit sex
discrimination in educational settings. For example, prior to Title IX, 300,000 young women
participated in interscholastic athletics nationwide; today, that figure has leaped to approximately 2.25
million participants. In the wake of this participation explosion, scholars and educators have begun to
explore its impact on girls and women.
Physical Activity and Sport in the Lives ofGirls: Physical and Mental Health Dimensions from an
Interdisciplinary Approach was created in order to highlight relevant research and draw on expert
'
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opinion regarding girls' involvement in physical activity and sport. This is the first report that brings
together research findings--and practical suggestions for implementing these findings--from three
interdisciplinary bodies of knowledge: physiological, psychological and sociological. An additional
section explores the relationships among physical activity, sport and the mental health of girls. The
primary goal was to identify and discuss the beneficial ways that physical activity and sport influence
girls' physical health, psychological well-being and overall social and educational development. An
additional goal was to identify the problematic aspects of girls' involvement. These include, but are not
limited to, eating disorders, gender stereotyping and institutional barriers such as lack of opportunity and
access to various resources. Although this report examines some of the most current and cutting-edge
issues, because of space limitations, the authors do not claim to include all relevant research and
concerns surrounding girls' involvement with sport and physical activity.
The report focuses on girls and not boys (other than for comparison where appropriate) for several
reasons. First, with respect to sport and physical activity, girls have been neglected by researchers in the
biomedical sciences, education, physical education and the social sciences. Second, though girls and
boys share common experiences, girls also exhibit unique physiological, emotional and social outcomes
that merit special investigation. Next, scholars need to keep pace with the aforementioned explosion and
diversification of girls' involvement with sport and physical activity in the wake of Title IX. And finally,
researchers increasingly recognize that the social world of physical activity and sport is not a
one-dimensional universe, but a highly complex set of institutions populated by two genders with
diverse racial and ethnic backgrounds, cultural values, physical abilities and sexual orientations.
Public apathy about physical education, and the glitzy distractions of commercialized sports in mass
media, sometimes hide the basic fact that physical activity is a public health resource for millions of
American girls as well as their families and communities. In order to advance knowledge regarding the
real and potential contributions of physical activity and sport in the lives of millions of girls, several
areas for future research are highlighted by the authors at the end ofeach section. Finally, a set of policy
recommendations is also included in order to encourage responsible action on the part of parents,
coaches, educators, sport leaders and elected officials. With such a "teamwork" approach, we can make a
difference in the lives of girls.
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Key Research Findings
Some of the most important research findings documented and highlighted in this report suggest that:
• More girls are participating in a wider array of physical activities and sports than ever before in
American history. (Introduction)
• Regular physical activity in adolescence can reduce girls' risk for obesity and hyperlipidemia (i.e.,
high levels of fat in the blood)which, in turn, have been known to be associated with lower adult
onse.t of coronary heart disease and certain cancers. Regular physical activity can also help girls
build greater peak bone mass, thereby reducing adult risk for osteoporosis. (Research Report,
Section I)
• Exercise and sport participation can be used as a therapeutic and preventative intervention for
enhancing the physical and mental health of adolescent females. (Research Report, Section IV)
• Exercise and sport participation can enhance mental health by offering adolescent girls positive
feelings about body image, improved self-esteem, tangible experiences of competency and success
and increased self-confidence. (Research Report, Sections II and IV)
• Research suggests that physical activity is an effective tool for reducing the symptoms of stress
and depression among girls. (Research Report, Sections II and IV)
• Sports are an educational asset in girls' lives. Research findings show that many high-school
female athletes report higher grades and standardized test scores and lower dropout rates, and are
more likely to go on to college than their nonathletic counterparts. (Research Report, Section III)
• Recognition of physical activity and sport as an effective and money-saving public health asset is
growing among researchers and policy makers.· (Introduction; Research Report, Sections I, II and
IV)
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• Poverty substantially limits many girls' access to physical activity and sport, especially girls of ·
color who are overrepresented in lower socioeconomic groups. (Introduction; Research Report,
Section III)
• Excessive exercise and certain forms of athletic participation have been found to be associated
with a higher prevalence of eating disorders. (Research Report, Sections I, II, III and IV)
• The potential for some girls to derive positive experiences from physical,activity and sport is
marred by lack of opportunity, gender stereotypes and homophobia. (Research Report, Sections III
and IV)
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Conclusions and Recommendations
A summary of some of the most important conclusions and practical recommendations discussed in this
report suggest that:
• Girls should be encouraged to get involved in sport and physical activity at an early age because
such involvement reduces the likelihood of developing a nu~ber of deleterious health-related ·
conditions. For example, active girls' high caloric expenditure decreases their risk of becoming
obese. (Introduction; Research Report, Section I)
• Specific mechanisms which enhance girls' opportunities to be physically active must be developed
and supported. Recreational, school-based physical education and sport programs are ideal ways
to facilitate both health-related fitness and the acquisition of fundamental motor skills for a
lifetime of activity. (Research Report, Section I)
• Involvement in sport and physical activity has tremendous potential to enhance a girl's sense of
competence and control. Therefore, leaders should incorporate cooperative as well as competitive
opportunities to learn physical skills in a nonthreatening environment. (Research Report, Sections
II and III)
• Parents, coaches and teachers must be aware of girls' motives for participating in sport and
physical activity. Girls participate not only for competitive reasons, but to get in shape, socialize,
improve skills and have fun. All motives, not just those related to highly competitive activity,
must be respected and validated. (Research Report, Sections II and III)
• Physical educators, exercise leaders and coaches are in a primary position to recognize disordered
eating patterns among girls. These individuals must be knowledgeable about the physical and
psychologica'l signs and be able to make referrals to specialists as necessary. (Research Report,
Section II)
• Girls. and boys need to work and play together, starting from an early age. It is often easier 'for
both sexes to play together and learn in small, relaxed groups where children know each other well
and have the prerequisite skills. (Research Report, Section III)
• Coaches and physical educators should give girls equal access and attention. Girls as well as boys
should play the important and interesting positions in a game and receive feedback to help
improve their physical skills. (Research Report, Section III)
• Professionals must actively intervene in the.face of discrimination. When adults observe inequities
or gender stereotyping on the playing field or in the physical education classroom, it is often best
to openly confront issues of prejudice such as sexism. (Research Report, Section III)
• Involvement in physical activity, exercise and sport promotes psychological well-being; the
therapeutic use of physical activity and exercise for improving the mental health of adolescent
girls goes beyond traditional treatment and mental health programs. (Research Report, Section IV)
• Physical activity and exercise have been shown to be a mood enhancer and an anxiety reducer,
thereby acting as a natural, cost-effective intervention for the mental health of adolescent girls.
(Introduction; Research Report, Sections II and IV)
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Directions for Future Research
Because of the importance of sport and physical activity in the lives of girls, it is incumbent for us to
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continue to expand our scientific knowledge base regarding the physiological, psychological,
.
sociological and mental health consequences of participation in these activities. A summary of some of
the most important directions and agendas for future research suggests that:
• Research studies must be conducted to develop and implement motivational strategies
encouraging physical activity during childhood and into adulthood. (Research Report, Section I)
• Research should establish guidelines for appropriate training levels. When establishing these
guidelines, scholars should consider areas. that are particularly critical for girls, such as the
prevalence of overuse injuries and issues related to body composition. For example, specific
guidelines for appropriate activity levels can prevent injuries due to excessive training and/or early
specialization in one sport. Knowledge regarding appropriate levels of training can also minimize
an undue focus on body composition (e.g., body image) that can lead to exercise addiction.
(Research Report, Sections I and II)
• Research studies need to be designed that better distinguish between sport-specific or
sport-general dropouts--versus sport transfers--to ascertain if girls are leaving organized sport
entirely or simply sampling a variety of sporting activities. These investigations should collect and
analyze participation 'statistics and conduct exit interviews with children who drop out in order to ·
identify negative reasons for cessation and address them in future programs. (Research Report,
Section II)
.
.
• We need to increase our research agenda to be more inclusive. For example, future research
must be expanded beyond an analysis of highly competitive sport to include a broader range of
activities (e.g., personal fitness) and settings (e.g., physical education classrooms). Additionally,
studies should include·participants from racially, ethnically, economically and ability-diverse
backgrounds because gender interacts with these diversities in complex ways (Gill, 1993).
(Research Report, Sections II, III and IV) ·
·
• Research studies must utilize an interdisciplinary perspective. For example, we need to adopt a
biopsychosocial perspective that takes into account physical, psychological and social context
variables simultaneously. We also need to develop "research teams" that enhance partnerships
between scholars and practitioners. (Research Report, Sections II and IV)
• Future research should be guided by the principle that strategies for improving participation
rates must also address the quality of the sport and physical activity experience for girls. (Research
Report, Section III)
.
• Scientific studies should identify which factors influence exercise as treatment interventions.
When using exercise as a treatment intervention to restore mental health for adolescent girls, we
need to examine the impact of peer (same-sex and cross-sex) influences and individual versus
group approaches. (Research Report, Section IV)
'
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Overview of the Report
For a complete list of the citations in this Overview, see the References section.
WHEN THE PRESIDENT'S COUNCIL ON PHYSICAL FITNESS AND SPORTS was established by
Executive Order in 1956, few Americans could have imagined the surge of participation in physical
activity and sport among girls and women over the last two decades. Millions of girls now participate in
a rapidly expanding variety of physical activities, and female athletes perform feats that once were
deemed physiologically impossible. Despite the startling speed of these recent changes, however, the
explosion of women's participation and ability is more accurately viewed as an acceleration of a .
centuries-long march toward greater physical freedom and athletic excellence ..
During the nineteenth century, health reformers and educators included "female gymnastics," walking,
riding and dancing as key components ofyoung women's education (Vertinsky, 1994). Inthe
countryside and towns, archery, tennis, bicycling, ice boating, roller skating, croquet, golf and dance
became popular among girls and women. A "new model of able-bodied womanhood" emerged, which
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challenged traditional notions about female frailty and ladylike behavior (Verbrugge, 1988, p. 196). The
integration of exercise and athletic activity into school curricula expanded during the twentieth century.
Recreational athletics for girls became popular in the form of "play days" between 1920 and 1950 and
competitive varsity sports such as basketball and track and field multiplied after World War II (Hult,
1994). The passage of Title IX in 1972 ushered in an era of coed physical education and greater
opportunities for girls to play high school and college sports. The fitness revolution also grabbed the
attention and allegiance of millions of girls and women during the 1970s and 1980s.
Physical Activity and Sport in the Lives o}Girls: Physical and Mental Health Dimensions from an
Interdisciplinary Approach presents an interdisciplinary portrayal of the connections among the
physical, psychological, social and cultural aspects of physical activity and sport in girls' lives. When
viewed collectively, the research findings discussed here show how physical activity and sport impact
the "complete girl": that is, the many interrelated aspects of,a girl's life ranging from musculoskeletal
and cardiovascular functioning, to psychological well-being, gender identity, relationships with friends
and family and performance in school. Physical activity and sport offer girls more than gateways to fun,
competition or an elevated heart rate. While the authors of this report are aware that girls' experiences
vary a great deal, the vision of the complete girl fosters a comprehensive awareness that exercise and
sport'are not just about physical movement but personal development, identity and values as well.
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Participation, Opportunity and Barriers
American girls now participate in a wider range of physical activities and sports, and at more levels of
competition, than ever before in our history. While Oregon girls learn to square their shoulders to the
volleyball net, a group of girls play "four squares" in rural New Hampshire, an Arkansas teenager
teaches hopscotch to her little· sister, and Native American teenagers meet for lacrosse practice. As girls
bounce and chatter through double-dutch jump rope in Bedford-Stuyvesant, in-line skaters glide through
a Houston suburb. As an Ohio high school basketball team runs through drills, friends from DeKalb,
Illinois, meet for an aerobics class. And women give gutsy performances while winning gold medals at
the 1996 Summer Olympic Games in sports ranging from softball, soccer and basketball to gymnastics,
track and field and swimming.
Females have become prime movers in the fitness realm. A recent nationwide survey conducted by the
National Sporting Goods Association indicated that more women (55.4 million) than men (43.4 million)
participate in several leading fitness activities--aerobic exercising, bicycling, exercising with equipment,
exercise walking, running and swimming. A more specific breakdown reveals that an estimated 18.3
million women do aerobics, 26.5 million bike for exercise or mountain bike, 23.8 million exercise with
weights, 45.2 million walk, 8.65 million run or jog and 32.6 million swim (National Sporting Goods
Association, 1995).
Girls' participation in school athletic programs and commupity-based programs is also mushrooming.
Girls now comprise about 37 percent of all high-school athletes, representing an increase from one in 27
girls who participated in 1971 to one in three girls in 1994. The ratio for boys during this timeframe
remained constant at one in two. In 1994-1995, 2,240,000 girls participated in high-school sports,
compared to 3,554,429 boys, 37 percent and 63 percent respectively (National Federation of State High
Schools Associations, 1995-1996). In terms of some specific sports, an estimated eight million girls
under age 17 played basketball in 1994 (compared to 12.5 million boys) while 6. 7 million girls played
soccer. As more girls developed athletic interests and physical skills at the grassroots levels of
competition during the 1970s and 1980s, participation in college and Olympic sports also exploded.
Women now comprise 33 percent of all college athletes and approximately 39 percent of United States
Olympic team members. Reciprocally, as more female role models become available for young girls to
emulate, their interest and involvement in fitness and athletic activities will continue to grow.
Despite these gains, it is important to realize that women's historical trek toward greater physical and
athletic opportunity has been filled with barriers. In the past, various individuals have condemned
exercise and sport as unladylike and eminent physicians warned women against overstrain and sterility.
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One of the authors of this report, sport sociologist Margaret Carlisle Duncan, points out that stereotypes
associated with traditional notions of femininity and masculinity exalted boys' strength and athletic feats
while equating girls' athletic talents with· "tomboyism." Parents, coaches and teachers often encouraged
boys to test their physical and emotional limits while ignoring or coddling girls.
Today, girls' achievements in physical activity and sport remain overshadowed by the cultural
prominence of men's sports. In school and community-based programs, boys still receive a
disproportionate share of opportunities to participate in exercise and sport. Male-dominated sports
organizations remain mired in policies and beliefs that shortchange girls and women, and parents or
advocates of girls are forced to wage expensive legal battles in the pursuit of gender equity. Indeed, it is
unlikely that the large increase in girls' athletic participation and growing cultural acceptance of
physically active and athletic females would have occurred without the passage of Title IX (Birrell & ·
Cole, 1994; Cahn, 1994a; Messner & Sabo, 1990). Pressured by the perceived threat of lawsuits or
payment of legal fees, and pulled by increasing demands for greater opportunity for girls, Parent Teacher
Associations and school administrators began to rethink traditional cliches like "girls just aren't as
physical as boys" or "sports are more important for boys than for girls."
Harsh economic conditions, prejudice and
institutional barriers have limited the
participation of many poor girls, girls of color
and girls with disabilities.
And finally, harsh economic conditions, prejudice and institutional barriers have limited the
participation of many poor girls, girls of color and girls with disabilities. Ironically, where the real and
potential health outcomes of physical activity and sp9rt are probably most needed, participation rates
and access to resources are most lacking. As the authors of this report repeatedly document, girls'
increasing participation and interest in physical activity and sport bode well for their health. Yet these
positive national trends are being undermined by the growing numbers of adolescents who are becoming
sedentary and obese, the substantial numbers of girls who are dropping out of sports, and the persistence
of social and economic barriers that limit girls' opportunities to develop physically active lifestyles.
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Understanding the Complete Girl
Physical activity and sport are not simply things young girls do in addition to the rest of their lives, but
rather, they comprise an interdependent set of physiological, psychological and social processes that can
influence, and, in varying degrees, sustain girls' growth and development. The interdisciplinary approach
that underpins this report is designed to make more visible some of the connections among physical
activity, sport and the rest of girls' lives. Some examples of the broader linkages that are examined in the
body of this report are highlighted below.
Psychological Well-Being
Within the traditional framework of psychoanalytic theory, nonconformity to traditional gender
expectations was considered pathological. Hence, women's interest and involvement in business,
science, sport or other "masculine" activities were clinically suspect. In contrast, the review of
psychological research presented in this report shows that physical activity and sport are apt to
strengthen rather than worsen the psychological health of girls. The authors document a combination of
psychosocial benefits such as self-confidence, self-esteem, higher energy levels and positive body
image. It is important to note that these gains appear to be influenced by interactions with parents, who
can either encourage or dampen a daughter's interest and involvement. So, too, do persistent and narrow
cultural prescriptions for appropriately "feminine" behavior erode the potential of physical activity and
sport to enhance girls' mental health. On the other end of the interdisciplinary spectrum, some of the
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biological and chemical processes associated with health and fitness concerns are also highlighted. And
finally, two of the authors of this report, psychology of sport scholars Doreen Greenberg and Carole
Oglesby, discuss the growing recognition among mental health professionals that exercise and sport can
be effective treatment interventions for the significant number of girls who suffer from depression or
anxiety disorders.
·Obesity
The Surgeon General's report on nutrition and health (Public Health Service, 1988) identified obesity as
a major public health problem in the United States; subsequently, the Surgeon General's report on
physical activity and health (United States Department of Health and Human Services, 1996) identified
physical inactivity as a serious public health problem nationwide. Aware of this concern, the authors of
this report discuss a variety of factors associated with the rising rate of obesity among American ·
adolescents. Social factors include the influence of television, 'dwindling requirements for physical
education in the schools, and the steep sport dropout rate among adolescents. Related to physical health
concerns, this report explores the physiological and epidemiological aspects of obesity such as the links
between the development of hyperlipidemia; hypercholesterolemia, hypertension and diabetes, which in
turn elevate risk for coronary heart disease. Finally, in her section on the psychological dimensions of
participation, psychology of sport scholar Diane Wiese-Bjornstal stresses the need to help overweight or
obese girls overcome social pressures and personal misgivings about physical activity so that they can ·
become less sedentary.
The Female Athlete Triad
Several authors discuss the complex combination of psychological and physiological processes that
operate in relation to the female athlete triad. In Section I, exercise physiologist Patty Freedson and
psychology of sport scholar Linda Bunker document many physiological benefits of exercise and sport
participation for girls such as potential gains in strength and aerobic power. It also appears promising
that girls' involvement in sport and exercise could effect increased immune functioning and the
prevention of certain cancers in adult life. They also express their concerns about the "female athlete
triad," which refers to three interrelated health problems that are prevalent among some types of female
athletes and some girls who engage in excessive exercise: eating disorders, exercise-induced amenorrhea
and bone loss. Several authors demonstrate how these syndromes have complex psychological,
physiological and social origins and profiles. For example, girls' perceptions of their bodies are partly
shaped by unrealistic media images that create false connections between a lean body type or
"washboard abs" and subsequent success, sex appeal and self-mastery. The obsession with thinness can
also be fed by a coach who demands weight loss from the athlete, or the desire to be attractive to boys
and accepted by one's peers. Because we are in the early stages of investigating this syndrome, the data
we have are very limited. Female athletes most at risk should certainly be aware of the dangers, but we
should not assume that the triad is limited to an athletic population (Lutter & Jaffee, 1996).
On average, female athletes fare better
academically than their nonathletic
counterparts.
Sport and Academic Achievement
It is said that "the fish are the last ones to discover the ocean." In Section III, Margaret Carlisle Duncan
illustrates how several research findings debunk the "dumb jock" stereotype that high school athletes
perform poorly in the classroom. School administrators are often unaware of the positive interplay
between high-school athletics and academic achievement as measured by grade point average,
standardized achievement test scores, lowered risk for dropout and greater likelihood to attend college.
On average, female athletes fare better academically than female nonathletes, though Caucasian and
Hispanic female athletes are more apt to derive some direct educational gains than are their
African-American counterparts ("Women's Sports Foundation Report: Minorities in Sport," 1989). Good
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physical and mental health are also correlates of academic performance and social adjustment. Hence,
from an interdisciplinary perspective, it is likely that athletic participation is part of a mutually
reinforcing array of physical, psychological and social processes that enhance the overall educational
experiences and commitments of many girls.
In summary, unders.tanding the role of physical activity and sport in the life ofthe "complete girl" is a
dauntingly complex agenda. The mosaic of interdisciplinary findings and interpretations assembled in
this report will deepen both insight and resolve in this regard.
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Poverty, Race and Physical Ability
Girls from economically disadvantaged backgrounds, girls of color and girls with disabilities can face
unique obstacles in relation to physical activity and sport. Poor families cannot afford to invest inhealth
club memberships, exercise machines and equipment for their daughters. Families of color, who are
disproportionately poor, often cannot pay user fees or transportation costs to bring daughters back and
forth between home and school. Fitness and sport are often seen as unattainable luxuries rather than
potential resources. Dual-worker parents or single parents (most often mothers) sometimes depend on
older daughters to cook or care for smaller children after school, thus curbing their involvement with
extracurricular activities. Poor or working-class girls often work part-time jobs to help families make
ends meet, thereby reducing the amount of time and energy available for exercise or sports. Parental
perceptions of the benefits of exercise and athletic participation for daughters also vary by race and
class. For example, one national survey found that Caucasian parents more often mentioned .
health-related benefits, character benefits and social factors than did African-American parents ("The
Wilson Report: Moms, Dads, Daughters and Sports," 1988).
Little is known about the dreams, interests
and physical activities of girls of color.
Many of the problems girls of color experience in relation to physical activity and sport grow out of the
same soil--poverty. Epidemiological research shows that exposure to violence, family fragmentation,
substance abuse, sexually transmitted diseases and greater risk for unwanted sexual activity often share
the common causality of poverty. Lack of physical activity and at~letic opportunity can be added to this
list. Economically disadvantaged girls of color are more likely to suffer from an unsafe and unhealthy
environment. The simple act of walking or jogging may be problematic in neighborhoods where crime
flourishes. Poor girls often do not have access to athletic resources, effective coaching and expert
training. There is a lack of basic information about exercise, diet and sport. They are less apt to receive
quality physical education and athletic training at earlier ages which, in turn, erodes the foundation for
subsequent motor development. Because school and community athletic programs depend on tax dollars
to thrive, capital flight from many urban areas is undermining the provision of adequate exercise and .
athletic opportunities for both minority girls and boys. The rising cost of liability insurance is also
making it difficult for school districts, especially poorer ones, to provide quality athletic and intramural
programs.
Little is known about the dreams, interests and physical activities of girls of color. Although women of
color are often more visible in sport media, and in certain sports like basketball and track and field, they
are underrepresented in sports such as swimming and tennis (Abney & Richey, 1992). During the early
1980s, African-American and Hispanic adolescent females comprised about 4.4 percent and 3.2 percent
of high school athletes respectively, compared to 29.1 percent of their Caucasian counterparts (Melnick,
Sabo, & Vanfossen, 1992). There is also indirect evidence that African-American and other ethnic
minority females are less physically active than Caucasian females (King et al., 1992; Pate et al., 1995).
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And finally, despite the accomplishments of the Special Olympics and Paralympics, few opportunities
exist for emotionally or physically challenged adolescents to engage in exercise and sport.
Differently-abled children are. three times more likely to be sedentary than their able-bodied peers and
the physical activity levels of children with disabilities drop precipitously during adolescence (Langmuir
& Bar-Or, 1994). It should be noted that the authors of this report make only periodic references to
socioeconomic status, race, ethnicity and physical disability. This is due not so much to choice,
however, as to the fact that so little research has focused on these groups of girls. ,
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What Researchers Don't Know Can Hurt Girls
This report is the first to assemble the bulk of existing research on girls' involvement with physical
activity and sport. However, because of the lack of available data and analysis, the authors of this report
were unable to address in any depth some key aspects of girls' experiences with physical activity and
sport. Three emerging research concerns are briefly discussed below.
Unwanted Sexual Behavior and Adolescent Pregnancy
Adolescent pregnancy is a major social problem in the United States. Though the belief that sports can
help many young girls avoid unwanted sexual behavior and pregnancy is widespread among coaches and
athletes, precious little research has been done in this area (Sabo & Melnick, 1996). Two recent studies
shed some initial empirical light on the hypothesized connections among exercise, athletics and
adolescent girls' sexual behavior. First, Brown, Ellis, Guerrina, Paxton and Poleno (1996) analyzed
female adolescents' responses to the United States Department of Health and Human Services, Public
Health Service, Centers for Disease Control and Prevention (1995) survey, "Health Risk Behavior for
the Nation's Youth." The researchers found that the more days adolescent females exercised per week,
the more likely they were to postpone their first experience with sexual intercourse. Second, preliminary
analysis from a study of adolescents from western New York (an area with one of the highest rates of
adolescent pregnancy in the United States) indicated that higher rates of athletic participation among
adolescent females were significantly associated with lower rates of both sexual activity and pregnancy
(Sabo, Farrell, Melnick, & Barnes, 1996).
Sexual Harassment
Sexual harassment is experienced by approximately 31 percent of female high school students
(American Association ofUniversity Women Educational Foundation [AAUW], ·1993). Sport scholars
have recently begun to study the prevalence and social-psychological dynamics of sexual harassment in
athletic settings (Sabo & Oglesby, 1995). Many key questions need to be addressed. For example, how
do female athletes perceive and react to sexual harassment from boys and adults? Do higher self-esteem
and physical prowess fostered by sports help females to be more assertive with inappropriately invasive
males than their non-athletic counterparts? Additional research needs to be done on the ways that athletic
participation may empower girls to more effectively cope with sexually hostile situations.
Exercise and Sport as a Family Asset
In what ways can parents effectively encourage their daughters' involvement with physical activity and
sport?
Regretfully, little research has focused on the ways that exercise and sport promote interaction and
insight between parents and children. As is the case with sexual harassment, many important questions
in this area remain unanswered. Do parents look to sport to provide after-school activities that keep
daughters physically active, socially engaged and off the streets? To what extent do physicalactivity and
I
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sport help parents nurture moral development and values in their children? In what ways can parents
effectively encourage their daughters' involvement with physical activity and sport? Clearly, more
investigation ofthe interdependencies among physical activity, sport, families, and schools is needed.
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Conclusion: Expanding the Resource
This report will fuel the growing awareness that physical activity and sport are enormously important in
the lives of girls. Perhaps this message is being sent by girls themselves who are, as the saying goes,
"voting with their feet," and entering the realms of fitness and sport in vastly increasing numbers. In
contrast to the nineteenth century naysayers who decried strenuous exercise and athletic participation for
women as dangerous and unladylike, today, educators and public health advocates recognize the overall
benefits for girls' physical health and emotional well-being. As health care costs continue to escalate,
and pressures on the American health care system to provide quality care intensify, the logic of
preventive health strategies that involve physical activity and sport becomes economically salient.
The overall vision that emerges from this report frames physical activity as a developmental aid and·
public health asset for girls and, by inference, for boys as well. Physical activity can serve as a social and
cultural intersection where adolescents, parents and caring adults can come together in mutually
supportive ways. The aerobics class, fitness run or basketball court are safety zones where young girls 1
can hang out together, test and challenge themselves, learn about competition, develop physical fitness
components such as cardiovascular endurance, strength and flexibility, and have fun all at the same time.
The real and potential benefits that physical activity and sport have to offer girls, their families and
communities, however, continue to be stymied by several factors. Economic and cultural barriers block
wider participation, especially for poor girls and girls of color. Despite increasing interest and
participation rates, physical activity and sport remain underutilized resources for the many girls who are
mired by sedentary lifestyles or dissuaded from getting involved because of gender stereotypes,
discriminatory practices and lack of opportunity. There are also appreciable numbers of girls for whom
athletic participation is associated with illness, injury and addiction to exercise rather than with physical
and mental well-being. And finally, there needs to be more systematic research on the numerous ways
that physical activity and sport influence girls' lives. Simply put, too little research has been done in an
area where girls have too much to gain. For this reason, each of the authors has listed priorities for future
research at the end of their respective sections.
This report concludes with a list of policy recommendations. The information and analyses gathered
here hold implications for parents, educators, coaches, athletic administrators, public health officials and
lawmakers. There is more at stake in the struggle to expand girls' physical abilities and athletic
opportunities than learning to do jumping jacks or winning and losing games. Future policy decisions
need to be grounded in the broader understanding that girls' involvement with physical activity and sport
is just as much about physical vitality, emotional well-being, community health and educational
opportunity as it is about who runs the farthest or scores the most points.
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Section I: Physiological Dimensions
Section II: Psychological Dimensions
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Section III: Sociological Dimensions
Section IV: Mental Health Dimensions
Policy Recommendations
References
[return to table ofcontents]
Members of the President's Council on Physical Fitness and Sports
Executive Director
Sandra Perlmutter
Florence Griffith Joyner
Rancho Santa Margarita,
California
Jimmie Heuga
Avon, Colorado
Tom McMillen
Crofton, Maryland
Calvin Hill
Great Falls, Virginia
Elizabeth Arendt, M.D.
St. Paul, Minnesota
Jim Kelly
Buffalo, New York
Jeff Blatnick
Halfmoon, New York
Judith Pinero Kieffer
Los Angeles, California
Ralph Boston
Knoxville, Tennessee
Deborah Slaner Larkin
Pelham, New York·
Don Casey
Boston, Massachusetts
Ira Leesfield ·
Coral Gables, Florida
Timothy Finchem
Ponte Vedra Beach, Florida
Al Mead
Atlanta, Georgia
Rockne Freitas, Ph.D.
Honolulu, Hawaii
Jack.Mills
Columbia, South
Carolina
Zina G'arrison-Jackson
Houston, Texas
Kevin Saunders
Corpus Christi, Texas
Veronica Goldberg
Westfield, New Jersey
Amber Travsky
Laramie, Wyoming
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For More Information, Please Contact:
The President's Council on Physical Fitness and Sports
Department of Health and Human Services
Hubert H. Humphrey Building
200 Independence Avenue, SW
Room 738H
Washington, DC 20201
(202) 690-9000
Center for Research on Girls & Women in Sport
203 Cooke Hall
1900 University Avenue S.E.
University of Minnesota
Minneapolis, MN 55455
(612) 625-7327 voice, (612) 626-7700 fax
crgws@tc.umn.edu
http://www.kls.coled. umn.edu/crgws/
The Center for Mental Health Services I
Substance Abuse and Mental Health Services Administration
5600 Fishers Lane, Room 15-99
Rockville, MD 20857
(30 1) 443-0001
The full report and executive summary are available at the following:
Center for Research on Girls & Women in Sport
http://www.kls.coled.umn.edu/crgws/
National Mental Health Services Knowledge Exchange Network
bulletin board: (800) 790-264 7
world wide web: http://www.mentalhealth.org/
[return to table of contents]
URL: http://www.kls.coled.umn.edu/crgws/pcpfs/pcpfs.html
Update: 04/13/98 16:00:02
Email: crgws@tc.umn.edu
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Neera Tanden - Subject Series
Creator
An entity primarily responsible for making the resource
First Lady's Office
Neera Tanden
Date
A point or period of time associated with an event in the lifecycle of the resource
1997-1999
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36378" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/1766805" target="_blank">National Archives Catalog Description</a>
Identifier
An unambiguous reference to the resource within a given context
2012-0057-S
Description
An account of the resource
Neera Tanden served as Associate Director for Domestic Policy in the Clinton White House, and Senior Policy Advisor to the First Lady’s staff from December 1997 to July 1999. She dealt with all facets of domestic policy as it related to the work of the First Lady including child care, education and literacy, health reform, Title IX, national service, and youth issues such as after school activities, teen pregnancy, and violence. The records include agendas, articles, books, galley proofs, informational packets, letters, legislation, memos, schedules, speech material, talking points, videos, and weekly reports.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Extent
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105 folders in 6 boxes
Text
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Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Girl Power
Creator
An entity primarily responsible for making the resource
First Lady's Office
Neera Tanden
Subject Files
Identifier
An unambiguous reference to the resource within a given context
2012-0057-S
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 2
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2012-0057-S-Tanden-OFL.pdf" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/1766805" target="_blank">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
2/1/2014
Source
A related resource from which the described resource is derived
Girl Power
1766805