key concepts
What is the main reason girls fight, according to Jones?
What is to gain or protect respect?
Why might girls avoid walking away from a conflict?
What is fear of losing respect or being targeted again?
How do girls often feel after a fight?
What is regretful, anxious, or emotionally conflicted?
What institution is often unprepared to understand girls’ behavior?
What is school?
What does the chapter title “Fighting for Respect” reflect?
What is the idea that violence is tied to social survival?
What does being called “soft” suggest about a girl’s reputation?
What is that she is weak and vulnerable to future conflict?
How do peers often influence a girl’s decision to fight?
What is by encouraging or pressuring her to defend herself?
True or False: Girls in the chapter always enjoy fighting.
What is false?
How do schools typically respond to fights?
What is through punishment like suspension or detention?
How is gender important in the discussion of violence here?
What is that girls must balance toughness with feminine expectations?
What term does Jones use to describe the public nature of fighting?
What is performative?
What long-term risk can come from choosing not to fight?
What is repeated challenges and loss of social standing?
What emotional burden does maintaining a tough image create?
What is pressure to act in ways that don’t match their true feelings?
What does Jones argue is missing from institutional responses?
What is understanding of the social and emotional context?
How does this chapter challenge stereotypes of “ghetto girls”?
What is by showing the complexity behind their actions and identities?
What concept is described as a “social currency” in these neighborhoods?
What is respect?
Why is maintaining a strong reputation tied to safety?
What is because it can prevent others from starting conflicts?
What does the chapter suggest about girls’ emotional complexity?
What is they experience fear, conflict, and stress even when fighting?
How can zero-tolerance policies backfire?
What is by escalating the cycle of conflict instead of solving it?
What larger social issue does the chapter highlight?
What is the failure of systems to support youth in violent environments?
What does Jones argue about the nature of girls’ aggression?
What is it’s often strategic, not senseless or purely emotional?
How might adult figures unintentionally reinforce fighting behavior?
What is by supporting “standing up for yourself” through violence?
What’s a sign that a fight wasn’t about anger alone?
What is when a girl planned it to protect her image or safety?
What role should schools and justice systems take instead?
What is one that addresses root causes and social pressures?
How can understanding these stories help improve youth programs?
What is by designing responses that are trauma-informed and context-aware?