 Girls’ participation in families is, especially in the early years, nonvoluntary. The family affects the development of girls’ sense of self-worth as well as their preferences and the capacities, like the capacity for reflection and imagination, on which their ability to live lives of their own choosing depends (Okin 1989: 97). Egalitarian-liberal feminists hold that the state must protect and promote the development of autonomy capacities in children, especially girls. For example they hold that child-marriage should be legally prohibited (McClain 2006: 79); girls should have access to abortion without parental consent or notification (Rhode 1994: 1204); girls must receive a formal education free of sexist stereotyping, including instruction in the legal equality of women (McClain 2006: 81; Lloyd 1995: 1332), including autonomy-promoting sex education (McClain 2006: 57–58), and ensuring that girls are prepared to be economically independent (Lloyd 1995: 1332). Beyond this, some hold that girls’ interest in developing autonomy capacities requires that families be internally just, that is, that there be an equal division of paid and unpaid labor between adults so that families are not characterized by “dependence and domination” (Okin 1989: 99–100; see also Follesdal 2005). Others are not convinced that there is a necessary connection between this kind of justice in families and the development of girls’ autonomy capacities (Lloyd 1995: 1335–1343) and hold that the state may not be guided by a substantive ideal of family life (Alstott 2004: 114; see also Nussbaum 2000a: 279–280; and Wolf-Devine 2004). (See  §1.2.1  for more discussion of this issue).