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TERMS OF USE FOR LEAN IN GIRLS CURRICULUM

Your use of the Lean In Girls curriculum and any other materials that the Sandberg Goldberg Bernthal Family Foundation and its subsidiaries and affiliates including LeanIn.Org, LLC, and Lean In Girls, LLC (“SGB”) may make available to you on or through this website, including all related intellectual property and other proprietary rights of any kind (the “LIG Materials”) is subject to the terms below (the “LIG Terms”), in addition to the general terms available at leanin.org/terms (the “Terms of Service”). Capitalized terms used in these LIG Terms that are not otherwise defined have the meaning set forth in the Terms of Service. All of the provisions in the Terms of Service apply to the LIG Materials and are incorporated herein by reference. In the event of a conflict between the provisions in these LIG Terms and the Terms of Service, the provisions in these LIG Terms will control, but only with respect to the LIG Materials and not with respect to any other portion of Our Content. 

1. Use of the LIG Materials

1.1.  Ownership. You acknowledge that we own all right, title, and interest in and to the LIG Materials. Other than the rights granted in the Terms of Service and these LIG Terms, you have no right, title, or interest in or to the LIG Materials and we hereby expressly reserve all rights that are not granted under such terms.

1.2.  Use Rights. Subject to your compliance with these LIG Terms and the Terms of Service, including the use restrictions set forth in the Terms of Service, you may use the LIG Materials solely in furtherance of Lean In Girls’ mission of empowering girls, celebrating them as leaders, and inspiring them to lead boldly (the “LIG Mission”). You agree that you will use the LIG Materials solely for your personal, non-commercial purposes, and that you will not give any third party, whether directly or indirectly, access to the LIG Materials. The LIG Materials are not designed for people who want to create and sell courses and may not be sold or used to promote any particular service or product.

1.3. Additional Use Restrictions. In addition to the restrictions set forth in the Terms of Service, you acknowledge and agree that you will not, and will not permit others to, use the LIG Materials: (a) for any commercial or for-profit purpose, including selling or promoting any products or services; (b) in any manner that suggests that you are acting for or on behalf of SGB; (c) in any advertising, publicity releases, or promotional or marketing publications, or correspondence to third-party news sources or outlets without, in each case, securing SGB’s prior written consent; or (d) in any schools, educational institutions, or other facilities, unless you have secured all necessary consents, authorizations, or other approvals. You further agree that you will not, and will not permit others to, make any material alterations, modifications, or other changes, without SGB’s prior written consent, to any name, logo, trademark, or other proprietary indicia (including the SGB Trademarks) present on or appearing in the LIG Materials. You may not incorporate any materials or intellectual property owned by a third party into the LIG Materials without first obtaining the proper consent of the applicable third party. SGB will not be responsible for your use of any third party’s intellectual property or other proprietary rights in connection with the LIG Materials.

1.4  License Grant. By clicking the relevant box below indicting that you have read and agree to these LIG Terms, or by downloading, using, or accessing the LIG Materials, you hereby grant SGB a non-exclusive, revocable, royalty-free right and license to post, display, and use the name, logo, trademarks and service marks of you and any organization that you represent that uses the LIG Materials (“Your Marks”) on the Sites, SGB’s social media pages, and in other electronic communications, including in a list of any other organizations that have participated in the Lean In Girls program, in connection with SGB’s promotion of the LIG Mission or LIG Materials.  If you would like SGB to stop using Your Marks at any time, you must send a notice to SGB at the email address listed in Section 16 of the Terms of Service. Following SGB’s receipt of such notice, SGB will use reasonable efforts to remove Your Marks from the Sites and cease posting, displaying, and using Your Marks on SGB’s social media pages; provided that, SGB has no obligation to remove Your Marks from any archived versions of the Sites or from posts on SGB’s social media pages made prior to SGB’s receipt of your notice.

2. Use by Minors

2.1 Minors. SGB may make certain of our Services related to the LIG Mission, including access to and use of the LIG Materials, available to minors under the age of 13. If you are not yet of a legal age to form a binding contract, then you must get your parent or legal guardian to read and agree to these LIG Terms and the Terms of Service before participating in any of our Services related to the LIG Mission, or accessing or using the LIG Materials.  Children under the age of 13 are prohibited from participating in any of our Services related to the LIG Mission, or from accessing or using the LIG Materials, unless their parent or legal guardian accepts and consents to these LIG Terms and the Terms of Service as provided below.

2.2 Guardian Responsibility. If you are a parent or legal guardian of a minor (including any minor under the age of 13) that is in your custody or for whom you are legally responsible and that will participate in any of our Services related to the LIG Mission or access or use the LIG Materials (“Your Minor”), you hereby accept, on behalf of yourself and on behalf of Your Minor, these LIG Terms and the Terms of Service. By participating in, or allowing Your Minor to participate in, any of our Services related to the LIG Mission, or by accessing or using, or allowing Your Minor to access or use, the LIG Materials, you hereby agree, on behalf of yourself and Your Minor, to be legally bound by all the provisions in these LIG Terms and the Terms of Service, including all access and use restrictions, rights and licenses pertaining to Feedback, Our Content, and User Content, and acknowledgements and disclaimers concerning Third-Party Services and Third-Party Materials. You further provide your express consent for Your Minor to participate in any of our Services related to the LIG Mission and to access and use the LIG Materials, and you represent and warrant that you will provide and maintain true, accurate, current, and complete information about yourself and Your Minor in connection with any such participation, access, or use.

2.3 Privacy. For more information on how we process data, and other information that you or Your Minor may provide to us or that we may otherwise collect, please see Section 3 of the Terms of Service and visit our Lean In Girls Privacy Policy.


3. Safety and Well-Being

You understand that, while using the LIG Materials, some users or participants in your programs may reach out to you with concerns about their safety or well-being or someone else’s safety or well-being. Your legal and ethical responsibilities will differ depending on a number of factors, including whether you are employed by a school or other organization, if you are performing as a volunteer, your professional responsibilities, and the state in which you reside. It is your responsibility to make sure that you are familiar with all responsibilities, including your organization’s policies and procedures and any applicable federal, state, or local laws, rules, or regulations. You understand that your use of the LIG Materials does not make you an employee or agent of SGB, and that you will not hold yourself out as such.

4. Not Legal Advice

The LIG Materials are provided for general information purposes only, on an “AS IS” basis, are not legal advice, and do not constitute any interpretation of any organizational policy or procedure, or any law, rule, or regulation. You may use the LIG Materials and any information or guidance included in the LIG Materials only in connection with the LIG Mission and according to these LIG Terms and the Terms of Service. You must not use or permit others to use the LIG Materials or any information or other guidance included in the LIG Materials, for any other purpose.

5. Warranty Disclaimer

PLEASE BE AWARE THAT PROFESSIONAL OPINIONS, INDUSTRY BEST PRACTICES, AND GENERALLY ACCEPTED GUIDELINES MAY VARY GEOGRAPHICALLY AND MAY CHANGE OVER TIME.  AS A RESULT, THE LIG MATERIALS MAY NOT BE ACCURATE OR REFLECT BEST PRACTICES FOR A SPECIFIC COMMUNITY OR AT ANY GIVEN TIME. WHILE EFFORTS HAVE BEEN MADE TO ENSURE THE INTEGRITY OF THE LIG MATERIALS, SGB, LEANIN.ORG, LLC AND LEAN IN GIRLS, LLC GIVE NO, AND HEREBY DISCLAIM ALL, REPRESENTATIONS, WARRANTIES, COVENANTS, OR OTHER GUARANTEES WITH RESPECT TO THE LIG MATERIALS, WHETHER EXPRESS OR IMPLIED, INCLUDING THE WARRANTIES OF TITLE, QUALITY, ACCURACY, RELIABILITY, NON-INFRINGEMENT, MERCHANTABILITY, AND FITNESS FOR A PARTICULAR PURPOSE


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SGB WILL NOT BE RESPONSIBLE OR LIABLE FOR ANY LOSS OR DAMAGE ARISING OUT OF OR RELATING TO ANY ERROR, OMISSION, OR INACCURACY INCLUDED WITHIN, OR THE RELIABILITY OF, THE LIG MATERIALS, OR FOR YOUR OR ANY THIRD PARTY’S USE OR INTERPRETATION OF, OR RELIANCE ON, THE LIG MATERIALS.

7.  Emergencies

IN CASE OF AN EMERGENCY RELATED TO YOUR USE OF THE LIG MATERIALS, DO NOT CONTACT SGB. IN SUCH SITUATIONS, YOU ARE SOLELY RESPONSIBLE FOR FOLLOWING ANY LAWS, RULES, OR REGULATIONS APPLICABLE TO YOU, INCLUDING ANY ORGANIZATIONAL POLICIES OR PROCEDURES. 

8. Termination

SGB reserves the right, in its sole discretion, to restrict, suspend, or terminate your access to and use of the LIG Materials at any time, with or without prior notice, and to seek any remedies available to it at law, in equity, or under the Terms of Service.

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#InspireInclusion: 5 ways all adults can lift girls up as leaders

Are you prepared to inspire the girls in your life to lead on their own terms today and into the future? Let’s check. When you think of a strong leader, what traits come to mind? For each of the lines below, select the attribute that you most associate with leadership.

Leaders tend to be…

  • Competitive OR Collaborative

  • Directive OR Cooperative

  • Vocal OR Observant

  • Decisive OR Reflective

  • Outgoing OR Reserved


Did you select more of the attributes listed first in the exercise? If so, you’re far from alone. For many of us, when we think of a leader, we picture someone — often a man — who is competitive, vocal, and tells others what to do. But that image represents a narrow definition of leadership that isn’t always inclusive and makes it hard for a lot of girls to be seen and to see themselves as leaders. It’s common, but that doesn’t mean it’s the only way to lead! In fact, there is no one way to lead, and this definition misses so much of what leadership is about. 

The truth is that everyone can be a leader. We can lead in big, bold ways and through the small actions we take every day.

Girls often face limiting stereotypes about how they should and shouldn't lead. And even when girls do not buy into negative messages about their ability to lead, bias can still make them feel self-conscious and unwelcome in leadership positions. That’s why it’s so important to expand our collective definition of leadership so girls can see — and celebrate — themselves as leaders. 


The truth is that everyone can be a leader. We can lead in big, bold ways and through the small actions we take every day. Leading could look like speaking up, working toward a shared goal, or respecting and including people around us. But it could also look like encouraging or inspiring others, or creating something new on our own or alongside a team.

Here's what you need to know

Girls' perceptions of leadership — including their own desire to lead — are formed in significant ways before the age of five and have lifelong impacts.1 Early on, girls get the message that they aren’t supposed to be leaders. For example, while boys are often commended by teachers for being direct and taking the lead, girls who do the same often receive backlash and risk being seen as unlikeable or bossy.2 Additionally, research finds over a third of girls say that they have been told they are too loud or opinionated when they take the lead.3


These kinds of early negative messages are based on common stereotypes that girls should be quiet and deferential to others, and they can have a tremendous impact: girls who are subjected to them are more likely to avoid leadership opportunities.4 To add to this, girls can face likeability bias, whereby they’re seen as less likeable when they deviate from outdated gender expectations — like being kind or communal — and instead lean into being more assertive.5

When girls know how to push back against unfair treatment, they are less likely to internalize negative messages or blame themselves when they experience bias.

The good news is that parents, caregivers, and educators can help shift the narrative and empower girls to be all that they can be. Although we can’t eliminate the negative stereotypes girls are up against entirely (at least not right away), we can reduce the power they have over girls by helping them recognize them. Research shows that this level of awareness is good for girls. When girls know how to push back against unfair treatment, they are less likely to internalize negative messages or blame themselves when they experience bias.6 


Lean In Girls is teaching girls that there are many ways to lead, and giving them the tools to see — and celebrate — the many ways they’re already leading. You can reshape girls’ perceptions of what it means to lead, and ensure that every girl is set up to be a leader today and in the future. 

Here are 5 ways to #InspireInclusion by expanding a definition of leadership to include girls:

  • Get Real About Stereotypes – Talking to girls about the gender stereotypes that shape misconceptions about their capabilities is critical to ensuring they feel included in leadership.7 Start by calling out stereotypes like girls are too quiet to lead, or women are too emotional to be effective decision-makers. This can be followed by a conversation about who they view as a leader in their lives and why. Research finds that when we provide diverse examples of accomplished women who don't adhere to stereotypical, narrow perceptions of leadership, we can shift girls’ thinking about gender roles in a positive way.8

  • Redefine Leadership – Expanding the language we use to describe leadership goes a long way to making girls see themselves as leaders. Whether that be better monitoring the way we describe other women leaders at work, or more intentionally talking about the variety of ways we demonstrate leadership, we should all consider expanding our view of what an effective leader looks like. For example, lauding a leader for being compassionate or a good listener can serve as a model for girls looking to see themselves as leaders. 

  • Reframe How We Speak About Girls Who Lead  – Pointing out gender bias and reframing terms like “bossy” to describe girls who like to take charge can help girls feel more confident when leading others. This could also look like switching the term “pushy” to “determined,” “conceited” to “strong-willed,” “loud,” to “confident,” or “quiet” to “observant.” Offering descriptors with a positive connotation can help girls shift their mindset around taking the lead. Additionally, calling out bias in language can help them better identify and challenge sexism in their environments.9  

  • Model Inclusive Leadership by Advocating for Others – Acting as an advocate and ally for others is another powerful way for adults to model a more inclusive form of leadership. When women model behaviors like speaking up and championing other women, girls are more likely to follow suit and develop the courage to do the same.10 

  • Celebrate When Girls Lead – When we champion girls for taking the lead by starting a new club at school, speaking up for others, or standing up for what they believe in (even when it doesn’t go the way they hoped), we send the message that they are demonstrating valued leadership traits.11 This is important because when girls lead assertively, they can be told that they should dial it back.12 Taking the opposite approach and encouraging leadership helps build resilience to setbacks and develop the confidence we want to see in all future leaders.13

BONUS ACTIVITY


1. Invite your teen to picture a “strong leader.” Share that you’re going to read a list of character traits. Ask your teen to call out the traits they most associate with being a leader. Consider joining in the activity with them.


SAMPLE SCRIPT: I want you to picture a “strong leader.” I’m going to read a list of traits. Let’s each call out the traits that we most associate with being a leader. No fence-sitting! 


2. Read the below traits, pausing after each prompt to share your responses. 


SAMPLE SCRIPT: “Strong leaders” …

- Are more competitive OR collaborative 

- Tell people what to do OR rely on the collective wisdom of the group

- Make their voices heard OR elevate others’ voices

- Show confidence OR show vulnerability

- Teach others OR learn from others 

3. Share that many people will choose the first trait in each prompt because they associate leaders with people who are competitive, outgoing, and tell others what to do.


SAMPLE SCRIPT:  Did you mostly choose the first trait in each prompt? If so, you’re far from alone. For many of us, when we think of a leader, we picture someone — often a man — who is competitive, outgoing, and tells others what to do. But that image represents a narrow definition of leadership. This definition makes it hard for a lot of people to be seen as leaders and see themselves as leaders. It’s common, but that doesn’t mean it’s the only way to lead! In fact, there is no one way to lead, and this definition misses so much of what leadership is about. 


4. Invite your teen to do the exercise again. This time, have them call out the traits that most align with their personal values and who they are as leaders.  


SAMPLE SCRIPT: Let’s do that exercise again. This time, let’s call out the traits that most align with our personal values and who we are as leaders. 


5. Read the below traits, pausing after each prompt to share your responses.

- Are more competitive OR collaborative 

- Tell people what to do OR rely on the collective wisdom of the group

- Make their voices heard OR elevate others’ voices

- Show confidence OR show vulnerability

- Teach others OR learn from others 


6. Share that these are all leadership traits and that your teen shows leadership every day.  


SAMPLE SCRIPT: The truth is, these are all leadership traits, and you model leadership in the actions you take every day. There are unfair ideas out there that the leadership traits girls more often exhibit – like being compassionate and inclusive – are less valuable. But that’s not true. The more you lead in your own way, and on your own terms, the more the world recognizes all the ways there are to lead.  



Visit our Tips for Adults page to explore more Lean In Girls resources and activities you can do with the girls in your life.

Learn more about International Women’s Day and join us for a special virtual event on March 6th 9am PST / 12pm EST to learn five ways all adults can lift up the girls in their lives.

Footnotes

1

Christia Spears Brown, Sharla D. Biefeld, Michelle J. Tam, Gender in Childhood (Elements in Child Development), (Cambridge University Press, 2020); Judi Mesman, Marleen G. Groeneveld, “Gendered Parenting in Early Childhood: Subtle But Unmistakable if You Know Where to Look,” Child Development Perspectives 12 (2017), https://doi.org/10.1111/cdep.12250

2

“Stronger, Smarter, Bolder: Girls Take The Lead,” Girls Inc., (2020), https://www.girlsinc.org/wp-content/uploads/2023/12/stronger-smarter-bolder.pdf. 

3

“The Girls’ Index,” Ruling Our Experience, (2023), https://static1.squarespace.com/static/62f55ec3c3784d0f3ec88011/t/652e82db5106ce74477b86b5/1697546987596/The+2023+Girls%27+Index+by+ROX+Full+Report.pdf

4

“How Women Walk the Line of Likeable and Competent (Video),” LeanIn.Org, accessed February 6, 2024, https://leanin.org/education/what-is-likeability-bias.

5

Daan Scheepers and Naomi Ellemers, “Social Identity Theory,” Social Psychology in Action (Cham, Switzerland: Springer Nature Switzerland, 2019), https://link.springer.com/chapter/10.1007/978-3-030-13788-5_9; Christia Spears Brown and Ellen A. Stone, “Gender Stereotypes and Discrimination: How Sexism Impacts Development,” Advances in Child Development and Behavior, vol. 50 (Cambridge, MA: Academic Press, 2016); Sarah K. Murnen and Linda Smolak, “Are Feminist Women Protected from Body Image Problems? A Meta-Analytic Review of Relevant Research,” Sex Roles 60, nos. 3–4 (2009).

6

“5 Tips for Adults to Empower Girls,” Tips For Adults to Empower Girls as Leaders, https://www.leaningirls.org/tips-for-adults.

7

Taft, Jessica K. Rebel Girls: Youth Activism and Social Change Across the Americas. NYU Press, 2011.

8

Schroeder, Kingsley M., and Lynn S. Liben. “Felt Pressure to Conform to Cultural Gender Roles: Correlates and Consequences.” Sex Roles 84, 125–38 (2021), https://doi.org/10.1007/s11199-020-01155-9.

9

Natasha Duell and Laurence Steinberg, “Adolescents take positive risks, too,” Developmental Review 62 (2021); Maria Olsson and Sarah E. Martiny, “Does Exposure to Counterstereotypical Role Models Influence Girls’ and Women’s Gender Stereotypes and Career Choices? A Review of Social Psychological Research,” Frontiers in Psychology, Personality and Social Psychology Section 9 (2018), https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02264/full; Albert Bandura et al., “Self-efficacy beliefs as shapers of children’s aspirations and career trajectories,” Child Development 72 (2001), https://www.scinapse.io/papers/2097934799.

10

“5 Tips for Adults to Empower Girls,” Tips For Adults to Empower Girls as Leaders, https://www.leaningirls.org/tips-for-adults.

11

Christia Spears Brown and Ellen A. Stone, “Gender Stereotypes and Discrimination: How Sexism Impacts Development,” in Advances in Child Development and Behavior, vol. 50 (2016); Girl Scout Research Institute, “Change IT UP! What Girls Say About Redefining Leadership,” Girl Scout Research Institute (2008).

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