The integration of Generative Artificial Intelligence (GenAI) into educational settings is rapidly transforming how students access knowledge, complete assignments, and explore new ideas. However, little is known about how adolescent girls, an underrepresented group in STEM, perceive and prioritize these tools. This study addresses this gap by examining how 54 girls between 12 and 17 years old use and rank GenAI applications in their daily lives and learning experiences. Findings from a mixed-methods questionnaire show that the top prioritized uses of GenAI were: doing homework, answering questions, and researching information, consistently across age groups. A developmental shift was observed: younger participants favored ChatGPT, while older participants valued Gemini and Copilot more, with an emphasis shift from doing homework to researching as age increased. Overall, adolescent girls perceive GenAI primarily as an academic support tool, while also recognizing its potential in broader life contexts, such as health and everyday tasks. This ranking-based approach offers a nuanced perspective that highlights the importance of designing inclusive AI literacy programs tailored to various developmental stages.
