Race, gender and media: A methods approach
JOUR 4250 / JOUR 5210
Spring 2011, 6:30 p.m.-9:20 p.m. Mondays, Universities Center, Dallas
Professor Tracy Everbach, Ph.D.
Phone/office 214-995-8464-c; office-GAB 102J; Office hours in Dallas before class or on Friday afternoons in Denton.
E-mail everbach@unt.edu
Class blog JOUR4250blog.blogspot.com
Blackboard www.ecampus.unt.edu JOUR4250 Section 001 (Spring 2011)
*This course is part of the university core._____________________________________________
Description This course teaches students how to study patterns of media portrayals. Students also learn the history of these patterns and ways they become interwoven in media structures, then indoctrinated to journalists and other media workers. Students will employ research methods to scrutinize media texts through qualitative and quantitative content analysis, social and oral history, semiotics, and theme analyses. We will discuss race and gender as well as representations and coverage of sexualities and sexual orientation, economic class and people with disabilities. Discussion is a major component to this class. You are encouraged to discuss, debate and dissect the topics we study in a civil and intellectual manner.
Required texts
Rebecca Ann Lind, Race/Gender/Media: Considering diversity across audiences, content and producers, Second Edition, 2010, Allyn & Bacon.
JOUR 4250/5210 Course packet with articles, available at the UNT book store and other area book stores
Course blog: JOUR4250blog.blogspot.com
Your own blog
DVDs, Web sites, online video
Supplemental Texts (not required)
Sex in consumer culture: The erotic content of media and
marketing, Reichert & Lambiase (editors), 2006, Erlbaum
Impact of mass media: Current issues, Hiebert (editor), 1999,
Longman paperback
The Columbia reader on lesbians and gay men in media, society, and
politics, Gross & Woods (editors), 1999, Columbia University
America on film: Representing race, class, gender, and sexuality at the
movies, Benshoff and Griffin, 2003, Wiley-Blackwell (paperback)
Queer images: A history of gay and lesbian film in America (Genre
and beyond), Benshoff, 2005, Rowman & Littlefield (paperback)
Race, class, and gender in the United States, Rothenberg, 1998,
St. Martin’s Press (paperback)
Facing difference: Race, gender, and mass media, Biagi and Kern-
Foxworth, 1997, Pine Forge Press (paperback)
Media matters: Race and gender in U.S. politics, Fiske, 1996,
University of Minnesota (paperback)
Reel to real: Race, sex, and class at the movies, hooks, 1996,
Routledge (paperback)
A Latina in the land of Hollywood and other essays on media culture,
Valdivia, 2001, University of Arizona Press
Off-white Hollywood: American culture and ethnic female stardom,
Negra, 2001, Routledge
Women in Mass Communcation, Third Edition, Creedon and Cramer, 2007, Sage.
Course goals This course will help students:
• Trace the structures of news media and mass media forms that create or enforce stereotypes of gender, race, sexualities, or disabilities.
• Conduct research and evaluate information by methods appropriate to the communications professions in which they will work.
• Demonstrate an understanding of the history and role of professionals and institutions in shaping communications.
• Demonstrate an understanding of the diversity of groups in a global society in relationship to communications.
• Work ethically in pursuit of truth, accuracy, fairness and diversity.
• Think critically, creatively and independently.
• Write correctly and clearly in forms and styles appropriate for the communications professions, audiences, and purposes they serve.
Attendance You are expected to be present for every class and lab, unless otherwise instructed. If you have legitimate reasons for not attending (illness, disaster, death), contact the professor beforehand (by phone or e-mail) and present a note from a physician or other official at class. If you have a religious holiday, please let the professor know beforehand. Coming to class late or leaving early may constitute an absence for that day.
Journalism Course Registration—for journalism majors and pre-majors only The Mayborn School of Journalism, in conjunction with the Registrar's Office, has eliminated the need for individual class codes for the majority of journalism courses. Registration will begin on the dates noted in the schedule of classes each semester. The system is a live, first come/first serve program; thus, we are unable to maintain the traditional waiting list as has been done previously.
Re-taking Failed Courses Journalism students will not be allowed to take automatically a failed journalism course more than two times. Once you have failed a journalism course twice, you will not be allowed to enroll in that course for 12 months. Once you have waited 12 months after failing a course twice, you may make an appeal to the professor teaching the course to be allowed to enroll a third time.
Disability Accommodation The School of Journalism cooperates with the Office of Disability Accommodation to make reasonable accommodations for qualified students. If you have not registered with ODA, please do so and present your written accommodation request to me by the 12th day of class.
Textbook policy The Mayborn School of Journalism doesn’t require students to purchase textbooks from the University Bookstore. Many are available through other bookstores or online. Some are available for rent.
SETE The Student Evaluation of Teaching Effectiveness (SETE) is a university-wide online evaluation and a requirement for all UNT classes. The Mayborn School of Journalism needs your input to improve our teaching and curriculum. This short survey will be available at the end of the semester, providing you a chance to comment on how this class is taught. Prompt completion of the SETE will mean earlier access to final semester grades. You’re a critical part of our growth and success. We look forward to your input through SETE.
First Class Day Attendance Journalism instructors reserve the right to drop any student who does not attend the first class day of the semester.
Cell phone policy Cell phones should NEVER be used in class, including text messaging. You may be asked to leave class for using a cell phone.
Acceptable Student Behavior Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at www.unt.edu/csrr
Honesty and Conduct
When you submit work for this class, it is the same as making a statement that you have produced the work yourself, in its entirety, and that this work has not been previously produced by you for submission in another course. Plagiarism, copyright infringement, and similar uses of other people’s work are unacceptable.
Plagiarism, in a nutshell, is using other people’s written words as your own. Some people consider the use of 7-10 words in a row, copied from another source, as plagiarism. Be sure to include citations when using other people’s writing, because plagiarism is a serious offense in any discipline, especially in journalism. It’s a firing offense in the professional world. In this department, students face a range of penalties for plagiarism (depending on the importance of the assignment): a grade of “F” on a minor assignment; a request that the student drop the class; withdrawal of the student from the class, initiated by the professor; an “F” in the course; a referral to the UNT Center for Student Rights and Responsibilities; a notation on the student’s transcript; and suspension or expulsion from the university. A combination of these penalties may also be used.
Assignments and tests
Project I (media analysis) 30%
Concepts/methods test 20%
Blogging and participation 20%
Project II (community service project) 30%
Grading of these assignments will be focused on analysis based on prior classroom discussion and assigned reading, on thorough research, and on the skillful use of language (including grammar, mechanics, spelling). Assignments are due on the assigned date. Professional standards will be modeled and upheld for presentations and written assignments. Graduate students should see me for further class assignments.
Blogging
Part of your grade will depend on a blog you will create to reflect on the topics we discuss in class. You are expected to blog your thoughts on your personal blog after every class. You will need to e-mail me (Everbach@unt.edu) the address to this blog by the second week of class. I will check your blog periodically throughout the semester. You will receive a blog grade at midterm and final in the form of a comment on the blog. The grade will be based upon your analysis, facts, evidence and self-reflection, no matter what your opinion is. You are free to agree or disagree with what is presented in class; the position you take will not affect your grade but the quality of your analysis will. You can set up a blog for this class at either www.blogspot.com and www.wordpress.com or another format of your choice. General class information, assignments, syllabus and test reviews are available on Blackboard/Vista through www.ecampus.unt.edu.
Syllabus
This is a tentative outline that may change throughout the semester. If you miss class, it is your responsibility to keep up with changes in this syllabus and the assignments. Each class contains quite a bit of material since we meet only once a week. All readings listed for a class must be completed before that class because we will discuss them.
NOTE: All videos and DVDs listed here are available through the UNT Media Library in Chilton Hall. Many can be streamed on your computer at the Media Library Web site. You can access this online with your EUID. If you miss class, you are expected to view the documentaries on your own.
PART 1: NEWS MEDIA
Week 1, Jan. 24: Course introduction; deadlines; conversation guidelines; blogging instructions; show-and-tell parameters. Overview of mass media theories and research methods.
Video: “Race and Local TV News.”
Finding research in the UNT electronic library. The following databases may be helpful to you in this class: Academic Search Complete, Access World News, Ad*Access, ArticleFirst, Communication and Mass Media Complete, EBSCO Host, Godey’s Lady’s book (for historical mini-project), JSTOR, Lexis-Nexis Academic, PapersFirst via FirstSearch, Proquest Online, Sage Journals Online.
Week 2, Jan. 31: Images of race in news. To prepare for this class, please read and be prepared to discuss:
1. Owens, “Network News: The Role of Race in Source Selection and Story Topic,” IN COURSE PACKET.
2. Lind book, Chapter 1, “Laying a Foundation for Studying Race, Gender and the Media,” p. 1-11.
3. Lind book, “The Social Psychology of Stereotypes: Implications for Media Audiences,” p. 16-24.
4. Lind book, “He Was a Black Guy,” How News’s Misrepresentation of Crime Creates Fear of Blacks,” p. 24-30.
DVD: “Racial Stereotypes in the Media.”
***DUE: blog address. E-mail it to me at everbach@unt.edu.***
Instructions on Project I discussed.
Week 3, Feb.7: Symbolic annihilation, gender stereotypes and “The Other.”
DVD: “Sexual Stereotypes in the Media.”
Information on CONTENT ANALYSIS; PARTICIPANT/OBSERVER; ETHNOGRAPHY; IN-DEPTH INTERVIEWS.
To prepare for this class, please read and be prepared to discuss/blog:
1. Vanity Fair article, “Who is Wall Street’s Queen B.?” IN COURSE PACKET. (Also available at http://www.vanityfair.com/politics/features/2008/11/moneyhoney200811.)
2. Everbach, “The culture of a women-led newspaper: An ethnographic study of the Sarasota Herald-Tribune,” IN COURSE PACKET. (Also available through UNT electronic library in the Communication and Mass Media Complete database or All Academic Complete database.)
3. Byerly, “Situating ‘the Other’: Women, Racial and Sexual Minorities in the Media” from Creedon, Women in Mass Communication, IN COURSE PACKET.
4. Lind book, “Confronting the Front Pages: A Content Analysis of U.S. Newspapers,” p. 128-134.
Week 4, Feb. 14: Historical analysis and oral history.
To prepare for class, please read:
1. Malcolm Gladwell, “Listening with Your Eyes: The Lessons of Blink.” IN COURSE PACKET.
2. Everbach, “Breaking Baseball Barriers: The 1953-54 Negro League and Expansion of Women’s Roles,” IN COURSE PACKET.
Video, “The Black Press: Soldiers Without Swords.”
PART 2, ADVERTISING, MUSIC AND POPULAR CULTURE
Week 5, Feb. 21: Introduction to advertising culture, stereotyping and body image.
To prepare for this class, please read:
1. Lind book, “All I Really Needed to Know (About Beauty) I Learned in Kindergarten: A Cultivation Analysis, p. 38-45
2. Lind book, “Body Image, Mass Media, Self-Concept,” p. 45-54.
3. Lind book, “The More You Subtract, The More You Add: Cutting Girls Down to Size in Advertising, p. 143-150.
DVD: “Killing Us Softly.”
Week 6, Feb. 28: ***DUE: Project I.*** Be prepared to discuss yours in class. You will receive credit for presenting your project to others.
Instructions on how to prepare for the test.
Week 7, March 7: ***Concepts/methods TEST***
Music, race and gender
To prepare for this class please read:
1. Lind book, “Eminem in Mainstream Public Discourse: Whiteness and the Appropriation of Masculinity.,” p. 230-237.
2. Lind book, “Women on Women: The Representation of Women by Female Rap Artists,” p. 244-250.
3. Lind book, “Why Don’t You Act Your Color?”: Preteen Girls, Identity and Popular Music,” p. 55-62
SPRING BREAK
Week 8, March 21: Gays, lesbians, bisexual and transgender people in media.
To prepare for this class, please read:
1. Lind book, “Cyber-Hate and the Disinhibiting Effects of Anti-Gay Speech on the Internet,” p. 271-278.
2. Lind book, “Queer Life for the Straight Eye: Television’s Commodification of Queerness,” p. 215-222.
DVD: “Further off the Straight and Narrow”
Week 9, March 28: Absence from media: Native Americans, Asians people with disabilities, the elderly and the poor. Male stereotypes, masculinity.
Midterm blog grades will be issued.
To prepare for this class, please read:
1. Lind book, “Arguing Over Images: Native American Mascots and Race,” p. 91-100.
2. Lind book, “Online News and Race: A Content Analysis of the Portrayal of Racial Stereotypes in a New Media Environment,” p. 135-143.
DVD: “Tough Guise”
Week 10, April 4: Video games, sports.
Community service project information.
To prepare for this class, please read:
1. Lind book, “Pixel Pinups: Images of Women in Video Games,” p. 250-257.
2. Handout, “You Play Like a Girl! Cross-Gender Competition and the Uneven Playing Field.”
DVD: “Not Just a Game: Power, Politics and American Sports”
PART 3: TELEVISION AND FILM
Week 11, April 11: Spike Lee films and breaking stereotypes in Hollywood.
To prepare for this class, please read: Lind book, “’Bamboozled’?: Audience Reactions to a Spike Lee Film,” p. 84- 91.
DVD: “Bamboozled.”
Week 12, April 18: Princesses, wicked stepmothers and representation of race in Disney films
To prepare for this class please read:
1. Lind book, “Race, Hierarchy and Hyenophobia in ‘The Lion King,’” p. 166-173.
2. Lind book, “Wicked Stepmothers Wear Dior: Hollywood’s Modern Fairytales,” p. 173-180.
DVD: “Mickey Mouse Monopoly.”
Week 13, April 25: Latino/Latina images in media.
To prepare for this class, please read: Lind book, “What’s in a Name? Framing the Immigration Story,” p. 120-128.
DVD: “The Bronze Screen: 100 Years of the Latino Image in Hollywood.”
Week 14, May 2: Documentary, “America the Beautiful.” Presentations of community service project. You will receive credit for presenting yours.
Week 15, May 9: Finals Week, no class, no final exam. Community service project due by midnight, Monday, May 9. You must turn in your project through Blackboard on Turnitin.com.
Project I assignment due Feb. 28 through Turnitin.com. Choose one of these two:
1. Find an old news magazine or newspaper that would have been available to one of your elder family members or friends at a designated place and time. Read the front page of the newspaper (or 3-4 long stories from the magazine) to discern patterns of depictions of people. Are stereotypes included, either overtly or more subtly? How did you identify these? Why do you think these depictions are used? Are there patterns of these depictions within that main page (or 3-4 stories)? What about photos, headlines, cutlines, bylines, story placement (and table of contents, if magazine)? Who are the sources quoted in stories: official or non-official; male or female; described by appearance or described by title? What do these elements reveal about representations in that era? Visit with your elder family member or friend to discuss your findings, your assumptions and conclusions, and see whether these match his or her own perceptions of that era’s news media coverage. You’ll write a three- to four-page, double-spaced report of your own findings (mini-content analysis), incorporating the comments from your family member or friend (oral history). Attach charts and a sample of what you analyzed.
OR
2. Complete a content analysis of news media, entertainment media or advertising, using the tools of qualitative and quantitative studies. For example, choose a Web site, magazine, TV news or newspaper, and then create a body of texts to study, such as first-page or homepage stories, obituaries, sports articles, several days of reporting from the same source about a particular event. Or choose movie or movies, television shows, roles of particular people in movies or TV shows, a particular advertising campaign, portrayals of particular people in ads, video games, music videos, Web sites or other facets of entertainment media. You’ll write a three- to four-page, double-spaced report of your own findings (mini-content analysis), including numbers along with descriptive analysis that helps you find patterns or themes. Attach charts or graphs of the numbers you counted or themes you found and a sample of what you analyzed.
Community service project due May 9 through Turnitin.com:
Students are required to complete a group community service project focused on media literacy. Students will conduct the project in groups of one to four and you may choose your own groups. Your group may choose one of two options:
1. Complete a weeklong analysis of national, local or campus media, taking into account portrayals of race and gender. You should use the tools of quantitative and/or qualitative analysis and present your findings in a professional manner with charts, graphs, citations and conclusions backed up by research. You must submit the analysis to the media organization that produced the media text. It is hoped that the organization will take the findings into account when producing its next editions (in the case of a newspaper, Web or broadcast outlet), program (television), advertisement, or other media product. You must turn in a copy of your analysis to me along with contact information and/or a letter or e-mail from the media organization so I may confirm the media outlet received it. (Student media are options for the study.)
2. Make a presentation to a campus or community organization or a student group about media literacy; for example, give a presentation to local middle-school students (public or private school), a group like the Girl Scouts or Boys and Girls Clubs, or a UNT campus group about how body image is distorted by media, violence in video games or some other topic related to this class. Submit a three- to four-page report about this experience and provide contact information and/or a letter or e-mail from the school or organization so I may confirm that your group completed the session. I suggest you begin trying to book this at the beginning of the semester.
JOUR 4250 / JOUR 5210
Spring 2011, 6:30 p.m.-9:20 p.m. Mondays, Universities Center, Dallas
Professor Tracy Everbach, Ph.D.
Phone/office 214-995-8464-c; office-GAB 102J; Office hours in Dallas before class or on Friday afternoons in Denton.
E-mail everbach@unt.edu
Class blog JOUR4250blog.blogspot.com
Blackboard www.ecampus.unt.edu JOUR4250 Section 001 (Spring 2011)
*This course is part of the university core._____________________________________________
Description This course teaches students how to study patterns of media portrayals. Students also learn the history of these patterns and ways they become interwoven in media structures, then indoctrinated to journalists and other media workers. Students will employ research methods to scrutinize media texts through qualitative and quantitative content analysis, social and oral history, semiotics, and theme analyses. We will discuss race and gender as well as representations and coverage of sexualities and sexual orientation, economic class and people with disabilities. Discussion is a major component to this class. You are encouraged to discuss, debate and dissect the topics we study in a civil and intellectual manner.
Required texts
Rebecca Ann Lind, Race/Gender/Media: Considering diversity across audiences, content and producers, Second Edition, 2010, Allyn & Bacon.
JOUR 4250/5210 Course packet with articles, available at the UNT book store and other area book stores
Course blog: JOUR4250blog.blogspot.com
Your own blog
DVDs, Web sites, online video
Supplemental Texts (not required)
Sex in consumer culture: The erotic content of media and
marketing, Reichert & Lambiase (editors), 2006, Erlbaum
Impact of mass media: Current issues, Hiebert (editor), 1999,
Longman paperback
The Columbia reader on lesbians and gay men in media, society, and
politics, Gross & Woods (editors), 1999, Columbia University
America on film: Representing race, class, gender, and sexuality at the
movies, Benshoff and Griffin, 2003, Wiley-Blackwell (paperback)
Queer images: A history of gay and lesbian film in America (Genre
and beyond), Benshoff, 2005, Rowman & Littlefield (paperback)
Race, class, and gender in the United States, Rothenberg, 1998,
St. Martin’s Press (paperback)
Facing difference: Race, gender, and mass media, Biagi and Kern-
Foxworth, 1997, Pine Forge Press (paperback)
Media matters: Race and gender in U.S. politics, Fiske, 1996,
University of Minnesota (paperback)
Reel to real: Race, sex, and class at the movies, hooks, 1996,
Routledge (paperback)
A Latina in the land of Hollywood and other essays on media culture,
Valdivia, 2001, University of Arizona Press
Off-white Hollywood: American culture and ethnic female stardom,
Negra, 2001, Routledge
Women in Mass Communcation, Third Edition, Creedon and Cramer, 2007, Sage.
Course goals This course will help students:
• Trace the structures of news media and mass media forms that create or enforce stereotypes of gender, race, sexualities, or disabilities.
• Conduct research and evaluate information by methods appropriate to the communications professions in which they will work.
• Demonstrate an understanding of the history and role of professionals and institutions in shaping communications.
• Demonstrate an understanding of the diversity of groups in a global society in relationship to communications.
• Work ethically in pursuit of truth, accuracy, fairness and diversity.
• Think critically, creatively and independently.
• Write correctly and clearly in forms and styles appropriate for the communications professions, audiences, and purposes they serve.
Attendance You are expected to be present for every class and lab, unless otherwise instructed. If you have legitimate reasons for not attending (illness, disaster, death), contact the professor beforehand (by phone or e-mail) and present a note from a physician or other official at class. If you have a religious holiday, please let the professor know beforehand. Coming to class late or leaving early may constitute an absence for that day.
Journalism Course Registration—for journalism majors and pre-majors only The Mayborn School of Journalism, in conjunction with the Registrar's Office, has eliminated the need for individual class codes for the majority of journalism courses. Registration will begin on the dates noted in the schedule of classes each semester. The system is a live, first come/first serve program; thus, we are unable to maintain the traditional waiting list as has been done previously.
Re-taking Failed Courses Journalism students will not be allowed to take automatically a failed journalism course more than two times. Once you have failed a journalism course twice, you will not be allowed to enroll in that course for 12 months. Once you have waited 12 months after failing a course twice, you may make an appeal to the professor teaching the course to be allowed to enroll a third time.
Disability Accommodation The School of Journalism cooperates with the Office of Disability Accommodation to make reasonable accommodations for qualified students. If you have not registered with ODA, please do so and present your written accommodation request to me by the 12th day of class.
Textbook policy The Mayborn School of Journalism doesn’t require students to purchase textbooks from the University Bookstore. Many are available through other bookstores or online. Some are available for rent.
SETE The Student Evaluation of Teaching Effectiveness (SETE) is a university-wide online evaluation and a requirement for all UNT classes. The Mayborn School of Journalism needs your input to improve our teaching and curriculum. This short survey will be available at the end of the semester, providing you a chance to comment on how this class is taught. Prompt completion of the SETE will mean earlier access to final semester grades. You’re a critical part of our growth and success. We look forward to your input through SETE.
First Class Day Attendance Journalism instructors reserve the right to drop any student who does not attend the first class day of the semester.
Cell phone policy Cell phones should NEVER be used in class, including text messaging. You may be asked to leave class for using a cell phone.
Acceptable Student Behavior Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at www.unt.edu/csrr
Honesty and Conduct
When you submit work for this class, it is the same as making a statement that you have produced the work yourself, in its entirety, and that this work has not been previously produced by you for submission in another course. Plagiarism, copyright infringement, and similar uses of other people’s work are unacceptable.
Plagiarism, in a nutshell, is using other people’s written words as your own. Some people consider the use of 7-10 words in a row, copied from another source, as plagiarism. Be sure to include citations when using other people’s writing, because plagiarism is a serious offense in any discipline, especially in journalism. It’s a firing offense in the professional world. In this department, students face a range of penalties for plagiarism (depending on the importance of the assignment): a grade of “F” on a minor assignment; a request that the student drop the class; withdrawal of the student from the class, initiated by the professor; an “F” in the course; a referral to the UNT Center for Student Rights and Responsibilities; a notation on the student’s transcript; and suspension or expulsion from the university. A combination of these penalties may also be used.
Assignments and tests
Project I (media analysis) 30%
Concepts/methods test 20%
Blogging and participation 20%
Project II (community service project) 30%
Grading of these assignments will be focused on analysis based on prior classroom discussion and assigned reading, on thorough research, and on the skillful use of language (including grammar, mechanics, spelling). Assignments are due on the assigned date. Professional standards will be modeled and upheld for presentations and written assignments. Graduate students should see me for further class assignments.
Blogging
Part of your grade will depend on a blog you will create to reflect on the topics we discuss in class. You are expected to blog your thoughts on your personal blog after every class. You will need to e-mail me (Everbach@unt.edu) the address to this blog by the second week of class. I will check your blog periodically throughout the semester. You will receive a blog grade at midterm and final in the form of a comment on the blog. The grade will be based upon your analysis, facts, evidence and self-reflection, no matter what your opinion is. You are free to agree or disagree with what is presented in class; the position you take will not affect your grade but the quality of your analysis will. You can set up a blog for this class at either www.blogspot.com and www.wordpress.com or another format of your choice. General class information, assignments, syllabus and test reviews are available on Blackboard/Vista through www.ecampus.unt.edu.
Syllabus
This is a tentative outline that may change throughout the semester. If you miss class, it is your responsibility to keep up with changes in this syllabus and the assignments. Each class contains quite a bit of material since we meet only once a week. All readings listed for a class must be completed before that class because we will discuss them.
NOTE: All videos and DVDs listed here are available through the UNT Media Library in Chilton Hall. Many can be streamed on your computer at the Media Library Web site. You can access this online with your EUID. If you miss class, you are expected to view the documentaries on your own.
PART 1: NEWS MEDIA
Week 1, Jan. 24: Course introduction; deadlines; conversation guidelines; blogging instructions; show-and-tell parameters. Overview of mass media theories and research methods.
Video: “Race and Local TV News.”
Finding research in the UNT electronic library. The following databases may be helpful to you in this class: Academic Search Complete, Access World News, Ad*Access, ArticleFirst, Communication and Mass Media Complete, EBSCO Host, Godey’s Lady’s book (for historical mini-project), JSTOR, Lexis-Nexis Academic, PapersFirst via FirstSearch, Proquest Online, Sage Journals Online.
Week 2, Jan. 31: Images of race in news. To prepare for this class, please read and be prepared to discuss:
1. Owens, “Network News: The Role of Race in Source Selection and Story Topic,” IN COURSE PACKET.
2. Lind book, Chapter 1, “Laying a Foundation for Studying Race, Gender and the Media,” p. 1-11.
3. Lind book, “The Social Psychology of Stereotypes: Implications for Media Audiences,” p. 16-24.
4. Lind book, “He Was a Black Guy,” How News’s Misrepresentation of Crime Creates Fear of Blacks,” p. 24-30.
DVD: “Racial Stereotypes in the Media.”
***DUE: blog address. E-mail it to me at everbach@unt.edu.***
Instructions on Project I discussed.
Week 3, Feb.7: Symbolic annihilation, gender stereotypes and “The Other.”
DVD: “Sexual Stereotypes in the Media.”
Information on CONTENT ANALYSIS; PARTICIPANT/OBSERVER; ETHNOGRAPHY; IN-DEPTH INTERVIEWS.
To prepare for this class, please read and be prepared to discuss/blog:
1. Vanity Fair article, “Who is Wall Street’s Queen B.?” IN COURSE PACKET. (Also available at http://www.vanityfair.com/politics/features/2008/11/moneyhoney200811.)
2. Everbach, “The culture of a women-led newspaper: An ethnographic study of the Sarasota Herald-Tribune,” IN COURSE PACKET. (Also available through UNT electronic library in the Communication and Mass Media Complete database or All Academic Complete database.)
3. Byerly, “Situating ‘the Other’: Women, Racial and Sexual Minorities in the Media” from Creedon, Women in Mass Communication, IN COURSE PACKET.
4. Lind book, “Confronting the Front Pages: A Content Analysis of U.S. Newspapers,” p. 128-134.
Week 4, Feb. 14: Historical analysis and oral history.
To prepare for class, please read:
1. Malcolm Gladwell, “Listening with Your Eyes: The Lessons of Blink.” IN COURSE PACKET.
2. Everbach, “Breaking Baseball Barriers: The 1953-54 Negro League and Expansion of Women’s Roles,” IN COURSE PACKET.
Video, “The Black Press: Soldiers Without Swords.”
PART 2, ADVERTISING, MUSIC AND POPULAR CULTURE
Week 5, Feb. 21: Introduction to advertising culture, stereotyping and body image.
To prepare for this class, please read:
1. Lind book, “All I Really Needed to Know (About Beauty) I Learned in Kindergarten: A Cultivation Analysis, p. 38-45
2. Lind book, “Body Image, Mass Media, Self-Concept,” p. 45-54.
3. Lind book, “The More You Subtract, The More You Add: Cutting Girls Down to Size in Advertising, p. 143-150.
DVD: “Killing Us Softly.”
Week 6, Feb. 28: ***DUE: Project I.*** Be prepared to discuss yours in class. You will receive credit for presenting your project to others.
Instructions on how to prepare for the test.
Week 7, March 7: ***Concepts/methods TEST***
Music, race and gender
To prepare for this class please read:
1. Lind book, “Eminem in Mainstream Public Discourse: Whiteness and the Appropriation of Masculinity.,” p. 230-237.
2. Lind book, “Women on Women: The Representation of Women by Female Rap Artists,” p. 244-250.
3. Lind book, “Why Don’t You Act Your Color?”: Preteen Girls, Identity and Popular Music,” p. 55-62
SPRING BREAK
Week 8, March 21: Gays, lesbians, bisexual and transgender people in media.
To prepare for this class, please read:
1. Lind book, “Cyber-Hate and the Disinhibiting Effects of Anti-Gay Speech on the Internet,” p. 271-278.
2. Lind book, “Queer Life for the Straight Eye: Television’s Commodification of Queerness,” p. 215-222.
DVD: “Further off the Straight and Narrow”
Week 9, March 28: Absence from media: Native Americans, Asians people with disabilities, the elderly and the poor. Male stereotypes, masculinity.
Midterm blog grades will be issued.
To prepare for this class, please read:
1. Lind book, “Arguing Over Images: Native American Mascots and Race,” p. 91-100.
2. Lind book, “Online News and Race: A Content Analysis of the Portrayal of Racial Stereotypes in a New Media Environment,” p. 135-143.
DVD: “Tough Guise”
Week 10, April 4: Video games, sports.
Community service project information.
To prepare for this class, please read:
1. Lind book, “Pixel Pinups: Images of Women in Video Games,” p. 250-257.
2. Handout, “You Play Like a Girl! Cross-Gender Competition and the Uneven Playing Field.”
DVD: “Not Just a Game: Power, Politics and American Sports”
PART 3: TELEVISION AND FILM
Week 11, April 11: Spike Lee films and breaking stereotypes in Hollywood.
To prepare for this class, please read: Lind book, “’Bamboozled’?: Audience Reactions to a Spike Lee Film,” p. 84- 91.
DVD: “Bamboozled.”
Week 12, April 18: Princesses, wicked stepmothers and representation of race in Disney films
To prepare for this class please read:
1. Lind book, “Race, Hierarchy and Hyenophobia in ‘The Lion King,’” p. 166-173.
2. Lind book, “Wicked Stepmothers Wear Dior: Hollywood’s Modern Fairytales,” p. 173-180.
DVD: “Mickey Mouse Monopoly.”
Week 13, April 25: Latino/Latina images in media.
To prepare for this class, please read: Lind book, “What’s in a Name? Framing the Immigration Story,” p. 120-128.
DVD: “The Bronze Screen: 100 Years of the Latino Image in Hollywood.”
Week 14, May 2: Documentary, “America the Beautiful.” Presentations of community service project. You will receive credit for presenting yours.
Week 15, May 9: Finals Week, no class, no final exam. Community service project due by midnight, Monday, May 9. You must turn in your project through Blackboard on Turnitin.com.
Project I assignment due Feb. 28 through Turnitin.com. Choose one of these two:
1. Find an old news magazine or newspaper that would have been available to one of your elder family members or friends at a designated place and time. Read the front page of the newspaper (or 3-4 long stories from the magazine) to discern patterns of depictions of people. Are stereotypes included, either overtly or more subtly? How did you identify these? Why do you think these depictions are used? Are there patterns of these depictions within that main page (or 3-4 stories)? What about photos, headlines, cutlines, bylines, story placement (and table of contents, if magazine)? Who are the sources quoted in stories: official or non-official; male or female; described by appearance or described by title? What do these elements reveal about representations in that era? Visit with your elder family member or friend to discuss your findings, your assumptions and conclusions, and see whether these match his or her own perceptions of that era’s news media coverage. You’ll write a three- to four-page, double-spaced report of your own findings (mini-content analysis), incorporating the comments from your family member or friend (oral history). Attach charts and a sample of what you analyzed.
OR
2. Complete a content analysis of news media, entertainment media or advertising, using the tools of qualitative and quantitative studies. For example, choose a Web site, magazine, TV news or newspaper, and then create a body of texts to study, such as first-page or homepage stories, obituaries, sports articles, several days of reporting from the same source about a particular event. Or choose movie or movies, television shows, roles of particular people in movies or TV shows, a particular advertising campaign, portrayals of particular people in ads, video games, music videos, Web sites or other facets of entertainment media. You’ll write a three- to four-page, double-spaced report of your own findings (mini-content analysis), including numbers along with descriptive analysis that helps you find patterns or themes. Attach charts or graphs of the numbers you counted or themes you found and a sample of what you analyzed.
Community service project due May 9 through Turnitin.com:
Students are required to complete a group community service project focused on media literacy. Students will conduct the project in groups of one to four and you may choose your own groups. Your group may choose one of two options:
1. Complete a weeklong analysis of national, local or campus media, taking into account portrayals of race and gender. You should use the tools of quantitative and/or qualitative analysis and present your findings in a professional manner with charts, graphs, citations and conclusions backed up by research. You must submit the analysis to the media organization that produced the media text. It is hoped that the organization will take the findings into account when producing its next editions (in the case of a newspaper, Web or broadcast outlet), program (television), advertisement, or other media product. You must turn in a copy of your analysis to me along with contact information and/or a letter or e-mail from the media organization so I may confirm the media outlet received it. (Student media are options for the study.)
2. Make a presentation to a campus or community organization or a student group about media literacy; for example, give a presentation to local middle-school students (public or private school), a group like the Girl Scouts or Boys and Girls Clubs, or a UNT campus group about how body image is distorted by media, violence in video games or some other topic related to this class. Submit a three- to four-page report about this experience and provide contact information and/or a letter or e-mail from the school or organization so I may confirm that your group completed the session. I suggest you begin trying to book this at the beginning of the semester.
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