This article draws upon ethnographic research with elementary school girls to explore internal barriers to female achievement. A multiethnic group of girls in third, fourth, fifth and sixth grades in one urban elementary school met weekly with researchers for fourteen weeks to engage in activities and discussions of issues identified in psychological and educational literature as problematic for females. This paper analyzes some of the major themes that emerged and presents five core dilemmas that block girls' success in school. The recommendation is made that counselors and educators intervene by helping girls to externalize and confront these dilemmas through group support.
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