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(Rothenberg, 1997). One of the remarkable things that literature has to offer its readers is the opportunity to closely observe a slice of constructed reality; a book can be read, reread, analyzed and dissected, and used to compare it to other realities. The idea of pairing books to examine different societies is cer­ tainly not new. High school teachers have found it very helpful to pair adolescent literature with classic texts to help young readers see themes and ideas that persist throughout history. For example, Shakespeare’s Romeo and Juliet can be taught alongside Bette Green’s Summer of my German Soldier to examine the theme of doomed young love. Another ways that literature is used is to reveal alien cultures, to provide a window into a world that is very different from the readers. Teenagers reading Shabanu, by Suzanne Fisher Staples, have a chance to peek into the world of nomadic Pakistani tribes in the latter decades of the 20th century, and compare it to their lives. The thoughtful teacher who introduces these texts always prefaces them by explaining that they are the author’s view of the constructed reality, not reality itself. Good teachers pose ques­ tions that force readers to research whether the purported culture is authentically portrayed, and what the agenda is of the author. Nevertheless, the opportunity to contrast different worlds, especially when one of the worlds is the reader’s own, is of great help in developing adolescents’ critical consideration of their role and participation in that world. Those of us who are concerned about adolescent girls constantly look for ways to help them understand what is happening to them. One report suggests that, compared to boys, adolescent girls experience greater stress, are twice as likely to be depressed, and are four times as likely to commit suicide (Rothenberg 1997). In the United States, girls under fifteen are five times more likely to give birth than female teens in other industrialized nations (Brumberg 1997). In the 1997 Commonwealth Fund Survey of 3,532 high school girls and boys, reported by Johnson, Roberts and Worell, over 20% of the girls said they had been physically or sexually abused (9). 23% of the girls had experienced depressive symptoms in the two weeks prior to the survey (9). Statistics gathered in 2002 reveal that one to four percent of girls exhibit clinical anorexia nervosa or bulimia, and a far greater number experience disordered eating habits such as binge eating, extremely restrictive dieting, fasting, laxative abuse, or vomiting (“Statis­ tics: How many”). This picture is very disturbing, and as teachers at the high school and college level, we are interested in using literature to discuss what societal forces are at work that might be creating this grim picture for at least some of our adolescent girls.

&#8220;Today I&#8217;m going to meet a boy:&#8221; Teachers and Students Respond to Fifteen and Speak

“Today I’m going to meet a boy:” Teachers and Students Respond to Fifteen and Speak