Adolescence, Girlhood, and Media Migration: US Teens' Use of Social Media to Negotiate Offline Struggles considers teens’ social media use as a lens through which to more clearly see American adolescence, girlhood, and marginality in the twenty-first century. Detailing a year-long ethnography following a racially, ethnically, and economically diverse group of female, rural, teenaged adolescents living in the Midwest region of the United States, this book investigates how young women creatively call upon social media in everyday attempts to address, mediate, and negotiate the struggles they face in their offline lives as minors, females, and ethnic and racial minorities. In tracing girls’ appreciation and use of social media to roots anchored well outside of the individual, this book finds American girls’ relationships with social media to be far more culturally nuanced than adults typically imagine. There are material reasons for US teens’ social media use explained by how we do girlhood, adolescence, family, class, race, and technology. And, as this book argues, an unpacking of these areas is essential to understanding adolescent girls’ social media use.

Digital media, including social media, has fundamentally changed how the human species communicates with, relates to, and influences one another. Adolescents use digital media extensively. Researchers, scholars, teachers, parents, and teens themselves have many questions about the effects of digital media on young people's psychological development. This handbook offers a comprehensive synthesis of scientific studies that explain what we know so far about digital media and its effects on youth mental health. With chapters from internationally renowned experts in the fields of psychology, psychiatry, media, and communications, the book offers a broad overview of the positive and negative implications of youths' engagement with digital media for brain development, relationships, identity exploration, daily behaviors, and psychological symptoms. Chapters include a discussion of the current state of knowledge, directions for future research, and practical suggestions for parents, educators, and teens themselves. This title is also available as Open Access on Cambridge Core.

Joining the Dialogue offers an exciting new approach for teaching academic research writing to introductory students by drawing on communication ethics. Holding to the current view that academic writing means situating ourselves in a research community and learning how to join the research conversations going on around us, Joining the Dialogue proposes that how we engage in dialogue with other researchers in our community matters. We not only read, acknowledge, and build on the research of others as we compose our work; we also engage openly, attentively, critically, and responsively to their ideas as we articulate our own. With this in mind, Joining the Dialogue is geared to helping students discover the key ethical practices of dialogue—receptivity and response-ability—as they join a research conversation. It also helps students master the dialogic structure of research essays as they write in and for their academic communities. Combining an ethical approach with accessible prose, dialogic structures and templates, practical exercises, and ample illustrations from across the disciplines, Joining the Dialogue teaches students not only how to write research essays but also how to write those essays ethically as a dialogue with other researchers and readers.

The Intersectionality of Women's Lives and Resistance uses the tools of the arts, humanities, social sciences, and other fields to address challenges faced by women and girls around the world, both historically and in modern day, with an emphasis on intersectionality. Contributors offer interdisciplinary analyses of how gender intersects with race, ethnicity, class, sexuality, and other identity markers in complex ways, and how these are tied to the interconnected nature of systems of oppression, power, and privilege.

The Rhetorical Arts of Women in Aviation, 1911–1970: Name It and Take It explores the rhetorical strategies employed by women involved in aviation between 1911 and 1970. It begins with Harriet Quimby, who began writing aviation-themed articles for Frank Leslie's Weekly in 1911, and ends with Jerrie Cobb, one of the women who underwent a series of rigorous tests in the hopes of becoming an astronaut. Although one chapter is devoted to the correspondence between German pilot Thea Rasche and aviatrix ally Glenn Buffington, the author largely examines how women in the United States have navigated a developing field that at first seemed to welcome their participation, but over time created discriminatory barriers to their advancement. The rhetorics of African American pilots Willa Beatrice Brown and Bessie Coleman are analyzed in terms of both women's use of the Chicago Defender as a means of publicizing their work in aviation. Topics woven throughout the rhetorical analyses are women's labor, women aviators and motherhood, and the ways in which women confronted both sexism and racism during aviation's golden age and beyond. Scholars of rhetoric, women’s studies, race studies, and history will find this book particularly useful.

Reimagining Black Masculinities: Race, Gender, and Public Space addresses how Black masculinities are created, negotiated, and contested in public spaces, focusing on how theory meets praxis when mobilizing for social change. Contributors disentangle complexities of the Black experience and reimagine the radical progressive work required for societal health and wellbeing, forming a mental picture of what the world has the potential to be without excluding current realities for Black boys and men, civic manhood, maleness, and the fluidity of masculinities. These realities are acknowledged and interrogated across private and public contexts, media, education, occupation, and theoretical perspectives. This book encourages readers to reenvision social identity as an ongoing phenomenon, asserting that collective vision informs action and collective action informs possibilities for peace and freedom in the world around us. Scholars of communication, gender studies, and race studies will find this book particularly interesting.

Developing Women Leaders in the Academy through Enhanced Communication Strategies explores the experiences, strategies, and triumphs of women who have attained leadership roles within the academy as well as the shortfalls, disappointments, and battle scars many women leaders have experienced in their quest to lead. Clear direction, focused strategies, and enhanced communication are necessary to increase the ever-growing number of women in leadership positions in the academy. Contributions to this book discuss the ways in which these concepts have been employed to transcend the “academic ceiling” by creating mentoring networks for women, training programs, and other “ladders of ascension,” encouraging future leaders to be more assertive, self-assured, and strategic within the academic terrain. Scholars of communication, education, and women’s studies will find this volume particularly useful.