Girls in the USA receive mixed messages about menarche: menarche is traumatic and upsetting-but act normal; menarche is an overt symbol of sexual maturity-but also a mysterious, secret event. Girls I interviewed reported another-dualism in their menstrual education. They perceive a clear distinction between two kinds of menstrual knowledge: scientific knowledge about the anatomy and physiological functioning, and what they termed `realistic', pragmatic knowledge about managing the lived experience of menstruation. Using methods of critical, feminist analysis, I examine social texts of menstrual socialization, including girls' conversation about their menstrual education; their mothers' discussions of the preparation for menstruation that girls received; and instructional materials presented in their health education classes, to discuss the communication and the silences of contemporary menstrual socialization, and to suggest possibilities for transformative language and action to teach girls about menstruation in ways that can help mend dualisms.
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