“Small town girls” and “country girls”: Examining the plurality of feminine rural subjectivity
Bibliographic record
Abstract
Despite growing scholarly interest in the identities and experiences of girls, little attention has been paid to the identities and experiences of rural girls, and in particular how girls’ subjectivities are discursively constituted in rural spaces. Using interviews and focus group discussions with girls and young women who attended a girls’ empowerment program, this paper draws on feminist poststructuralism and positioning theory to examine how rural gendered subjectivities are constructed and negotiated by girls and young women within the social, spatial, and discursive boundaries of a rural Canadian community. I examine how the girls and young women positioned themselves and were positioned by others as “small town girl” and “country girl” subjects, and how rural positionality was accomplished through invoking real and imagined notions of more urban “others.” It is through these contrasts to urban subjecthood that the variability of rural positionality is made visible. The findings of this study complicate and extend the dominant narrative of the urban-rural binary, and gendered identities and performances within rural spaces, by demonstrating the plurality of feminine rural subjectivity. This study offers new applications for the role of girls’ empowerment programs in shaping girls’ identities, experiences, and perspectives.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".