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...ialphenomenological inquiry can be viewed as a “conversation” betweensco-researchers, the people describing their experiences and the personsdirecting and recording that description (Moustakas, 1994;s=-=Polkinghorne, 1989-=-).sFollowing this conversation, the researchersattempts to extract relevant themes revealed through the descriptionssof co-researcher life events.sThese themes are thought to reveal assuperordinate st...

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...at many girls are in chargesof their feelings and voice.sAs girls move into adolescence, theirsrelationships often become characterized by disassociation andsdisconnection from themselves and others (=-=Brown & Gilligan, 1992-=-).sAs these girls move into womanhood, they often do not remember,stend to forget, or even cover up what they experienced and knew assgirls.sContradictory Messages and Loss of VoicesAdolescent girls r...

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...ost importance in the interview process because thesresearcher’s role should be one that only fosters, rather than leads orsguides, discussion through brief responses and probes for moresdescription (=-=Thompson, Locander, & Pollio, 1990-=-).sPolkinghornes(1988) also cautioned the researcher to remain aware of unexpectedsvariables that may come up in co-researcher dialogue so that thesresearcher’s own preconceptions do not impact the el...

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... exaggerated, physiological and emotional reactions.sAdditionally, adolescence is a time when girls are particularlysvulnerable to the opinions of others and seem to respond to ansimaginary audience (=-=Elkind, 1967-=-; Newman & Newman, 1999).sAssseveral co-researchers reported, “All eyes were on me.”sMany co-researchers in this study stated that they knew theyswould find themselves in this Difficult Position again...

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...physiological and emotional reactions.sAdditionally, adolescence is a time when girls are particularlysvulnerable to the opinions of others and seem to respond to ansimaginary audience (Elkind, 1967; =-=Newman & Newman, 1999-=-).sAssseveral co-researchers reported, “All eyes were on me.”sMany co-researchers in this study stated that they knew theyswould find themselves in this Difficult Position again in the future.sOnesgir...

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...0), none of which will help girls excel insschool.sResearch documents that adolescent females, undergoingspubertal change, are most vulnerable to the loss of voice phenomenons(Brown & Gilligan, 1992; =-=Orenstein, 1994-=-; Pipher, 1994). While thissage group has been investigated frequently, often using quantitativesapproaches, the nature and essence of adolescent girls’ loss of voices5sexperience remains largely unkn...

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...r ability to speak authentically, “tosspeak one’s mind by telling all one’s heart”.sMost pre-adolescent girlssshow a strong sense of self and an ability to know and voice theirsthoughts and feelings (=-=Taylor, Gilligan, & Sullivan, 1995-=-, p. 23).sThesHarvard Project on Women's Psychology and Girls' Developmentsinvestigated this authentic voice of girls and referred to it as thes“resistant voice” or the voice that expresses “honest th...

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...andsfeelings” (Brown & Gilligan, 1992).sMore than one voice.sThe lives of adolescent girls arescharacterized by the existence of many different voices.sGilligans(1982, 1986, 1987) and her colleagues (=-=Gilligan & Attanucci, 1988-=-;sGilligan, Brown, & Rogers, 1990; Gilligan, Ward, & Taylor, 1989) havesstudied these multiple voices within girls and stated that most girlssspeak in at least two different voices.sFurther, girls swi...

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...alsmeaning of the loss itself.sExistential-PhenomenologysExistential-Phenomenology has its foundations in both thesexistential philosophy of Sören Kierkegaard and the phenomenology ofsEdmund Husserl (=-=Valle & Halling, 1989-=-).sKierkegaard thought itsessential that philosophy address the concrete existence of thesindividual while clarifying the basic themes with which human beingssstruggle.sHusserl’s approach was more aca...

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...y and normalizing their experience, and giving a valuablesoutlet for expression of feelings.sSince feelings of anxiety and beings“different from others” are pervasive in the Loss of Voice experiences(=-=Gatenby & Humphries, 2000-=-; Hart & Thompson, 1996; Smolak &sMunstertieger, 2002), it is thought that talking about this experiencesin the interview may have benefited the co-researchers.sIndeed, twosother co-researchers in the...

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...gan, 1992).sMore than one voice.sThe lives of adolescent girls arescharacterized by the existence of many different voices.sGilligans(1982, 1986, 1987) and her colleagues (Gilligan & Attanucci, 1988;s=-=Gilligan, Brown, & Rogers, 1990-=-; Gilligan, Ward, & Taylor, 1989) havesstudied these multiple voices within girls and stated that most girlssspeak in at least two different voices.sFurther, girls switch betweensvoices in their inter...

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...ayal of women in the media, 40% of the women in magazine adssare shown touching or caressing themselves.sIn music videos, womensengaged in significantly more sexual and subservient behavior thansmen (=-=Sommers-Flanagan, Sommers-Flanagan, & Davis, 1993-=-).s17sEven girls’ toys present unrealistic body images and oftensencourage premature sexualization.sThe Barbie Doll has been said tosgive children a warped perception of beauty and attractivenesss(Ass...

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... experience.sHowever, research using qualitative methods, such assinterviewing girls individually or in small focus groups, self-reportssurveys, or anecdotal evidence from therapists, is more commons(=-=Rogers, 1993-=-) and yields increased detail about individualsexperiences.sIt also allows the formation of hypotheses about possiblescausal forces.sThe interview method is the most frequently employedsqualitative te...

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...sroom while boys speak out (Sadker & Sadker,s1985), women rarely are portrayed as famous scientists (Potter &sRosser, 1992) or musicians (Koza, 1994), or seen in textbooks insgeneral (Corfield, 1999; =-=Mann, 1994-=-; Sadker et al., 1994).sFurther,sgirls, as compared to boys, are given less constructive feedback forsclassroom comments (Sadker & Sadker, 1984) and receive lowersexpectations (Stein, 2000), none of w...

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...35).sShe goes on to define Europeansfemininity as grounded in delicacy, innocence, and an idealizedshelplessness (p. 159).sThe "ideal" girl is "calm, controlled, quiet," ands"never cause(s) a ruckus (=-=Walters, 1988-=-).sBrown and Gilligan (1990)stalked about the “perfect girl”: “the girl who has no bad thoughts ors15sfeelings, the kind of person everyone wants to be with... who speakssquietly, calmly, who is alway...

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...nts, also known as co-researchers) from within the individual’ss“lived experience” (Valle, King, & Halling, 1989) and required thes7sresearcher to move beyond an objective interpretation of the datas(=-=Holstein & Gubrium, 1994-=-).sFurther, by studying the data within thesframework of the lived experience, or contextualizing, the researcherswas better able to understand the meaning of the experience itselfsrather than relying...

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... adulthood (Stern, 1990).sForsexample, the loss of authentic voice has been linked with such thingssas weak identity development, depression, negative body image, andslower global self-esteem (Hart & =-=Thompson, 1996-=-). Further, it hassbeen hypothesized that this loss of voice contributes to other problemsssuch as teen pregnancy and school failure (Smolak & Munstertieger,s2002).sClearly, it is a phenomenon worthy ...

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...ng into adulthood (Stern, 1990).sForsexample, the loss of authentic voice has been linked with such thingssas weak identity development, depression, negative body image, andslower global self-esteem (=-=Hart & Thompson, 1996-=-). Further, it hassbeen hypothesized that this loss of voice contributes to other problemsssuch as teen pregnancy and school failure (Smolak & Munstertieger,s2002).sClearly, it is a phenomenon worthy ...

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...e others, they adopt a submissive or falsesfemale role that has been perpetuated by popular culture andsschooling, teaching girls that women should not be too assertive, toosloud, or too domineering (=-=Mazarella & Pecora, 1999-=-).sGirls are oftenspassive in their relationships because “speaking up can be dangeroussand disruptive. Girls recognize all too well the potential loss ofsrelationship if they do say what they feel an...

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...sh and maintain safe, intimatesrelationships” (p. 409). Further, they stated that there is a genderspecific set of cognitive schema for appropriate behavior in intimatesrelationships.sResearch (e.g., =-=McCabe, Ricciardelli, & Finemore, 2002-=-; Pipher,s1994; Stern, 1990) has suggested that girls in early adolescence (1214 years of age) undergo a major developmental transition in terms ofsgender-role identity, body image, and psychological ...

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...esdenied guidance in support of these pursuits from their school’ss“hidden curriculum” (Sadker, Sadker, Fox, & Salata, 1993).sSchools often, even if unintentionally, set lower expectations forsgirls (=-=Chapman, 1997-=-) and further silence them while perpetuatingsgender role stereotypes in many ways.sFor example, girls are oftensnot called on in the classroom while boys speak out (Sadker & Sadker,s1985), women rare...

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...tic voiceshave been recognized as a pervasive problem among adolescent girlss14sin Western culture (e.g., Spinazzola, 1999).sThe effects of this losssare far-reaching, often extending into adulthood (=-=Stern, 1990-=-).sForsexample, the loss of authentic voice has been linked with such thingssas weak identity development, depression, negative body image, andslower global self-esteem (Hart & Thompson, 1996). Furthe...

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...ice since theysdid not cope with or problem-solve to ensure more effective resolutionsin the future.sAn effective cognitive-behavioral intervention andsprevention plan using an experiential approach (=-=Cash, 1997-=-) can besformulated from the lived experiences reported in this study. Further,sprograms using information from the “lived experience” may be muchsmore effective in the prevention and treatment of phe...

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...y ways.sFor example, girls are oftensnot called on in the classroom while boys speak out (Sadker & Sadker,s1985), women rarely are portrayed as famous scientists (Potter &sRosser, 1992) or musicians (=-=Koza, 1994-=-), or seen in textbooks insgeneral (Corfield, 1999; Mann, 1994; Sadker et al., 1994).sFurther,sgirls, as compared to boys, are given less constructive feedback forsclassroom comments (Sadker & Sadker,...

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...adolescent girls hasstraditionally focused on the comparison of scores on standardizedsmeasures, such as self-esteem and depression rating scales, especiallysby comparing male and female adolescents (=-=Marshall & Arvay, 1999-=-).sSuch studies have provided valuable insight into the intensity,sfrequency, and prevalence of loss of voice as well as highlightingspossible correlational factors.sSurvey studies are valuable insest...

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...boys speak out (Sadker & Sadker,s1985), women rarely are portrayed as famous scientists (Potter &sRosser, 1992) or musicians (Koza, 1994), or seen in textbooks insgeneral (Corfield, 1999; Mann, 1994; =-=Sadker et al., 1994-=-).sFurther,sgirls, as compared to boys, are given less constructive feedback forsclassroom comments (Sadker & Sadker, 1984) and receive lowersexpectations (Stein, 2000), none of which will help girls ...

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...basic assumptionsof the existential-phenomenological paradigm is that, in order to fullysunderstand the meaning of human experience, we must investigates“phenomena as they are experienced by people” (=-=Becker, 1992-=-, p.s33).sIt has been suggested that the “interview best fits the qualitativesparadigm” (Borg & Gall, 1989, p. 397).sFurther, Borg and Gall (1989)sstated that investigators must maintain vigilant awar...

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...g important to say, but did not say it.sInsas much detail as possible, describe that experience.”sEach interviewswas tape-recorded, transcribed by the investigator, and thensindependently thematized (=-=Jones, 1984-=-) by the author and a doctoralscolleague trained in Jones’ (1984) analysis method.sInterratersreliability of the themes reached 96% agreement for the overallssample.sIndividual transcription reliabili...

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...993).s17sEven girls’ toys present unrealistic body images and oftensencourage premature sexualization.sThe Barbie Doll has been said tosgive children a warped perception of beauty and attractivenesss(=-=Assunta & Jallah, 1995-=-). The probability that a human female wouldshave the same proportions as Barbie are about 1 in 100,000 while thesodds of a man being built like Ken are 1 in 50 (Norton, Olds, Olive, &sDank, 1996).sIn...

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...he meaning of human experience, we must investigates“phenomena as they are experienced by people” (Becker, 1992, p.s33).sIt has been suggested that the “interview best fits the qualitativesparadigm” (=-=Borg & Gall, 1989-=-, p. 397).sFurther, Borg and Gall (1989)sstated that investigators must maintain vigilant awareness of any selfbiases or presuppositions that may surface under examination thatsmay influence the inter...

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...d on in the classroom while boys speak out (Sadker & Sadker,s1985), women rarely are portrayed as famous scientists (Potter &sRosser, 1992) or musicians (Koza, 1994), or seen in textbooks insgeneral (=-=Corfield, 1999-=-; Mann, 1994; Sadker et al., 1994).sFurther,sgirls, as compared to boys, are given less constructive feedback forsclassroom comments (Sadker & Sadker, 1984) and receive lowersexpectations (Stein, 2000...

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...thod is the most frequently employedsqualitative technique used in research on loss of voice.sDespite thestime-intensive nature of interviews, they are fruitful sources ofsinformation (Seidman, 1991; =-=Crowther & Sherwood, 1997-=-) and havesbeen recommended by some researchers in the study of the loss ofsvoice experience (e.g., Brown & Gilligan, 1992; Orenstein, 1994;sPipher, 1994).sThe present study uses an individual intervi...

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... exploring adolescent girls’sbody image development. It has been well documented that thes16sWestern definition for physical attractiveness in females favorssexcessive, and often unhealthy, thinness (=-=Gil-Kashiwabara, 2002-=-).sFouts and Burggraf (2000) argued that a combination of thinnesssmodeling and vicarious punishment for being overweight contribute tosthe internalization of gender stereotypes of weight in girls and...

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...ose studies using quantitative methods such as surveys allowsresearchers to examine many factors related to loss of voice, such assdepression, self-esteem, and masculine/feminine gender role beliefss(=-=Smolak & Munstertieger, 2002-=-).sSuch studies fail, however, to allowsparticipants to explore and discuss freely their Loss of Voicesexperience by describing its accompanying emotions, feelings, andscognitions.sEfforts to understa...

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...r true beliefs, desires, feelings,sand attitudes.sThe silencing of the self and loss of authentic voiceshave been recognized as a pervasive problem among adolescent girlss14sin Western culture (e.g., =-=Spinazzola, 1999-=-).sThe effects of this losssare far-reaching, often extending into adulthood (Stern, 1990).sForsexample, the loss of authentic voice has been linked with such thingssas weak identity development, depr...

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...field, 1999; Mann, 1994; Sadker et al., 1994).sFurther,sgirls, as compared to boys, are given less constructive feedback forsclassroom comments (Sadker & Sadker, 1984) and receive lowersexpectations (=-=Stein, 2000-=-), none of which will help girls excel insschool.sResearch documents that adolescent females, undergoingspubertal change, are most vulnerable to the loss of voice phenomenons(Brown & Gilligan, 1992; O...