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Portrayals of Female Docility in Popular vs. Critical Media

Portrayals of Female Docility in Popular vs. Critical Media. A Correlation to Female Docility in Higher Education. Presentation Outline. Overview of Thesis Summary of Part 1 Variables and Authors Framework Main findings Part 2 Introduction of Popular and Critical Media

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Portrayals of Female Docility in Popular vs. Critical Media

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  1. Portrayals of Female Docility in Popular vs. Critical Media A Correlation to Female Docility in Higher Education

  2. Presentation Outline • Overview of Thesis • Summary of Part 1 • Variables and Authors • Framework • Main findings • Part 2 • Introduction of Popular and Critical Media • Integration of Media into Framework • Theoretical analysis using course-kit themes throughout • Opposing Argument and Response • Concluding Thoughts • Discussion Questions

  3. Thesis • I argue that women in natural/physical sciences and graduate studies are turned into Foucault’s “docile bodies” (Discipline and Punish, 1995) through ‘disciplinary power’. The body is normalized, individuated, surveilled and objectified through social power that disciplines and controls it. • Literature regarding the experiences of university women in natural/physical sciences and graduate studies, show that the women in these fields endure gender inequities. • In my analysis, I will explore female representations of popular vs. critical media to examine the influence of media as the apparatus of the disciplinary power. • Persuasive and pleasurable representations of women’s ‘normalized’ behaviour and obligatory docility in popular media subjectivize and discipline the female body. • In contrast, critical media expose the disciplinary inscription on the female body caught in the power matrix of these masculine fields.

  4. Part 1: Variables and Authors • Stereotypes about female abilities • (Eschholz, et al., 2002; Lauzen & Dozier, 2005; Long et al., 2001) • Female enrollment/achievement in higher education and sciences • (Blackhurst & Auger, 2008; Cho, 2007) • Experiences of women in natural/physical sciences and graduate programs • (Barata et al., 2005; Herring & Marken, 2008; Herzig, 2004; McKinley, 2005; Morrison et al., 2005; Mottarella et al., 2009; Oswald, 2008; Steele et al., 2002; Wall, 2008)

  5. Part 1: Framework • Creating the gendered body as a docile body through: • Normalization and Individuation • Surveillance and Objectification • Control and Disciplining

  6. Part 1: Findings NORMALIZATION AND INDIVIDUATION • Media presenting gender stereotypes (Eschholz et al., 2002; Lauzen & Dozier, 2005; Long et al., 2001) • Males as socially dominant (Eschholz et al., 2002, p. 322 ) • Females as outsiders in fields of higher education (Herzig, 2004, p. 392) • Primacy of male knowledge and ability (Hart, 2006, p. 56; McKinley 2005, pp. 488-489; Wall, 2008, p. 220

  7. Part 1: Findings Cont’d SURVEILLANCE AND OBJECTIFICATION • Gender discrimination (Morrison et al,. 2005, p. 158; Steele et al., 2002, p. 49) • Judgment about mothering (Mottarella et al., 2009, p. 230) • “Good mother stereotype” • Surveillance: seen/judged in terms of gender (Morrison et al., 2005; Steele et al., 2002) • Objectified: abilities/character linked to gendered bodies (Morrison et al,. 2005; Mottarella et al., 2009)

  8. Part 1: Findings Cont’d CONTROL AND DISCIPLINING • Control: face challenges and experience discouragement (Morrison et al., 2005, p. 158; Mottarella et al., 2009, p. 230, Steele et al., 2002, p. 49) • Disciplining: Do not want to acknowledge gender discrimination, lose self-belief, leave studies (Barata et al., 2005, p. 239; Herzig, 2004, p. 392; Middleton, 2005, p. 522; Morrison et al., 2005, p. 150) • Despite increasing enrollment still education and workplace inequities (Bradley, 2000, p. 1) • Inconclusive re: solutions

  9. Overview of Media POPULAR MEDIA • Film: The Proposal and TV Series: Nurse Jackie • Processes of Obligatory Docility • Television Advertisement • Song Lyrics: “Just a Girl” by No Doubt CRITICAL MEDIA • Cartoons: • www.cartoonstock.com

  10. Synopsis: The Proposal http://www.youtube.com/watch?v=kPgZcW8MCaA • Margaret: high powered, cruel Book Editor in NYC • Andrew: Margaret’s assistant • Margaret discovers she will be deported to Canada due to expired visa • Bribes Andrew to marry her as solution • Focus on Margaret’s work life vs. personal life

  11. Synopsis: Nurse Jackie http://www.youtube.com/watch?v=-EivnE-Qy8w • Married with children • Hides this at work  work affair • Battling addiction to prescription drugs

  12. NORMALIZATION AND INDIVIDUATION

  13. Popular Media:The Proposal • Comedic portrayals of Andrew as a female’s assistant • Uncritical portrayals of Margaret’s male bosses • Normalizes male work hierarchy • Margaret isolated – no relationships • Individuated as an outsider

  14. Popular Media:Nurse Jackie • Females as nurses – males as doctors • Normalizes male hierarchy http://www.youtube.com/watch?v=H5W8rKYP9wY • Individuation: Public sphere vs. private sphere • Keep lives separate

  15. Critical Media: Cartoons www.cartoonstock.com

  16. Critical Media: Cartoons www.cartoonstock.com

  17. Course Themes and Analysis POPULAR MEDIA NORMALIZING MALE DOMINANCE AND SUBJECTIVIZING FEMALE BODIES VS. CRITICAL MEDIA ENCOURAGING ONE TO RECOGNIZE AND QUESTION SUCH REPRESENTATIONS • Eschholz et al. (2002): • Normalizing male dominance (p. 322) • Stern (2005): • Media framework impacting views and behaviours (p. 23) • Giroux (2002): • Critical thought vs. consumption (p. 15)

  18. SURVEILLANCE AND OBJECTIFICATION

  19. Popular Media: The Proposal • Margaret’s Job in danger: watched by officials • Margaret seen in terms of gendered body • “Satan’s mistress” • “IT” • “The witch”

  20. Popular Media: Nurse Jackie • Surveilled at work and at home • Religious presence • Daughter • Abilities linked to body • Comments about caring/feminine nature

  21. Popular Media:Television Advertisement How are female students represented? Advertisement

  22. Critical Media: Cartoons www.cartoonstock.com

  23. Critical Media: Cartoons www.cartoonstock.com

  24. Course Themes and Analysis • Leone et al. (2006): • People assume they are less influenced by media than others (p. 265) • Freedman (2003): • Preservice teachers uncritical of dominant representations (p. 93) • Media as shaping values (p. 94) • Morrison (2000): • Recognizing “values” and “ideologies” (p. 3) POPULAR MEDIA MESSAGES INFLUENCING VIEWS AND TREATMENT OF WOMEN VS. CRITICAL MEDIA MAKING VIEWS/TREATMENT EXPLICIT THROUGH HUMOUR

  25. CONTROL AND DISCIPLINING

  26. Popular Media: The Proposal • Margaret has no personal life • No relationships with coworkers  Challenges/controls http://www.youtube.com/watch?v=ig6uQWjkYLo&feature=related • Involvement with Andrew  symbolically relents to male hierarchy “Show her who’s boss Andrew!”

  27. Popular Media: Nurse Jackie • Working mother = extreme challenges • Cannot blend lives • Child difficulty coping • Jackie turns to drugs • Disciplining body • Artificial escape from reality

  28. Critical Media: Cartoons www.cartoonstock.com

  29. Course Themes and Analysis • Stern et al. (2005): • “Parasocial attachment” (p. 223) • Freedman (2003): • “Critical Pedagogy” (p. 94) POPULAR MEDIA PRESENTING PERSUASIVE REPRESENTATIONS OF OBLIGATORY FEMALE DOCILITY VS. CRITICAL MEDIA EXPOSING DISCIPLINARY INSCRIPTION AND OPENING UP SPACE FOR ANALYTICAL THOUGHT

  30. Opposing Argument and Response OPPOSITION • Counter-stereotypes in television challenging dominant image of male scientist (Long et al., 2001, p. 264) • Popular media not necessarily subjectivizing and disciplining the female body RESPONSE • Counter-stereotypes = popular media “sanctioned” criticism (Bishop, 2000, p. 10) • Popular media dictates media criticism (Bishop, 2000, p. 7) • Strengthens power of popular media  controls criticism and reduces individuals’ incentives to criticize (Bishop, 2000, p. 6)

  31. Example of Popular Media Controlling Criticism: “Just a Girl” http://www.youtube.com/watch?v=PHzOOQfhPFg Cause I'm just a girl, little ol' me Don't let me out of your sight I'm just a girl, all pretty and petite So don't let me have any rights Oh. . . I've had it up to here! The moment that I step outside So many reasons for me to run and hide I can't do the little things I hold so dear 'Cause it's all those little things That I fear 'Cause I'm just a girl, I'd rather not be

  32. Concluding Thoughts • Literature review  females subjected to disciplinary powers in higher education • Popular media = apparatus of disciplinary power • Messages are in public sphere but are too ‘thin’– not open to scrunity (Gerstl Pepin, 1998 as cited in Gerstl – Pepin, 2002, p. 39) • Media messages presented as pleasurable, humourous, and unsubvertable representations • Critical media exposes process of disciplining the female body • Hope: enhance reflexive abilities of students and citizens  resistance

  33. Discussion Questions • What are some other examples of popular media (i.e. films, television, magazines, etc) that promote anti-intellectual portrayals of obligatory female docility? • Why are these anti-intellectual portrayals problematic? • How might the disciplinary power of popular media be challenged?

  34. References Austin, T.K. (Writer), & & Buscemi, S. (Director). (2009). Daffodil [Television series episode]. In L. Wallem,, L. Brixius, J. Melfi, & C. Manabach (Producers), Nurse Jackie. New York: Showtime Networks Inc. Bacall, A. “No, this is not Mel’s secretary. This is Mel.” Cartoon. www,cartoonstock.com <http://www.cartoonstock.com/cartoonview.asp?catref=aba0459> Barata, P., Hunjan, S., & Leggatt, J. (2005). Ivory Tower? Feminist women’s experiences of graduate school. Women’s Studies International Forum, 28(2/3), 232-246. Bishop, R. (2000). Good Afternoon, Good Evening, and Good Night: The Truman Show as Media Criticism. Journal of Communication Inquiry, 24(1), 6-18. Blackhurst, A.E., & Auger, R.W. (2008). Precursors to the gender gap in college enrollment: children’s aspirations and expectations for their futures. Professional School Counseling, 11(3), 149-158. Bradley, K. (2000). The incorporation of women into higher education: Paradoxical outcomes? Sociology of Education, 73(1), 1-18. Californication Advertisement. 1 Sept. 2009. <http://www.cityweekly.net/utah/imgs/media/Bill/Californication_Season_3.jpg> Cho, D. (2007). The role of high school performance in explaining women’s rising college enrollment. Economics of Education Review, 26(4), 450-462. Dumont, T. & Stefani G. (1995). Just a Girl [No Doubt]. On Tragic Kingdom [CD]. Interscope Records. Lyrics accessed online: <http://www.lyrics007.com/No%20Doubt%20Lyrics/Just%20A%20Girl%20Lyrics.htm.>

  35. References Cont’d Eschholz, S., Bufkin, J., & Long, J. (2002). Symbolic Reality Bites: Women and Racial/ethnic Minorities in Modern Film. Sociological Spectrum, 22, 299-334. Flahive, L. (Writer) & Buscemi, S. (Director). (2009). Pupil [Television series episode]. In L. Wallem,, L. Brixius, J. Melfi, & C. Manabach (Producers), Nurse Jackie. New York: Showtime Networks Inc. Flanagan, M. “Sex discrimination? What are you talking about?” Cartoon. www.cartoonstock.com <http://www.cartoonstock.com/cartoonview.asp?catref=mfl0325.> Foucault, M. (1995). Discipline and punish (A. Sheridan, Trans.) (2nd ed.) Studies in Critical Theory. New York: Vintage Books (Original work published 1978). Freedman, D. (2003). Acceptance and Alignment, Misconception, and Inexperience: Preservice Teachers, Representations of Students, and Media Culture. Cultural Studies Critical Methodologies, 3(1), 79-95. Gerstl-Pepin, C.I. (2002). Media (Mis)Representations of Education in the 2000 Presidential Election. Educational Policy, 16(1), 37-55. Giroux, H. A. (2002). The Corporate War against Higher Education, Workplace: A Journal for Academic labour, 5. 1 http://www.louisville.edu/journal/workplace/issue5p1/giroux.html accessed 12 July 2006. Hart, J. (2006). Women and Feminism in Higher Education Scholarship: An Analysis of Three Core Journals. Journal of Higher Education,77(1), 40-61. Herring, S.C., & Marken, J.A. (2008). Implications of Gender Consciousness for Students in Information Technology. Women’s Studies, 37(3), 229-256.

  36. References Cont’d Herzig, A.H. (2004). ‘Slaughtering this beautiful math’: graduate women choosing and leaving mathematics. Gender and Education, 16(3), 379-395. Jolley, R. "Do you ever worry that you've had to sacrifice your femininity to succeed?"
Cartoon. www.cartoonstock.com. http://www.cartoonstock.com/cartoonview.asp?catref=rjo0287. Kes. “Of course it isn't a case of sexual discrimination. We just don't think you're the right man for the job.” Cartoon. www.cartoonstock.com.<http://www.cartoonstock.com/cartoonview.asp?catref=ksmn955>. Kurtzman, A., Orci, R., McLaglen, M., & Bullock, S. (Executive Producers), & Fletcher, A. (Director). (2009). The Proposal [Motion Picture]. United States: Touchstone Pictures. Lauzen, M.M., & Dozier, D.M. (2005). Maintaining the Double Standard: Portrayals of Age and Gender in Popular Films, Sex Roles, 52(7/8), 437-446. žLeone, R., Peek, W.C., & Bissell K.L. (2006). Reality Television and Third-Person Perception. Journal of Broadcasting and Electronic Media, 50(2), 253-269. Long, M., Boiarsky, G., & Thayer, G. (2001). Gender and racial counter-stereotypes in science education television: a content analysis. Public Understanding of Science, 10, 255-269 McKinley, E. (2005). Brown Bodies, White Coats: Postcolonialism, Maori women, and science. Discourse: Studies in the Cultural Politics of Education, 26(2), 481-496. Middleton, S. (2005). Pedagogy and Post-coloniality: Teaching “Education” Online Discourse: Studies in the Cultural Politics of Education, 26(4), 511-525.

  37. References Cont’d Morrison, T. (2000). How Can Values Be Taught in the Universityhttp://www.umich.edu/~mqr/morrison.htm accessed 10 May 2006 Morrison, Z., Bourke, M., & Kelly, C. (2005). ‘Stop making it such a big issue’: Perceptions and experiences of gender inequality by undergraduates at a British University. Women’s Studies International Forum,28(2/3), 150-162. Mottarella, K.E., Fritzsche, B.A., Whitten, S.N., & Bedsole, D. (2009). Exploration of “Good Mother” Stereotypes in the College Environment. Sex Roles, 60(3/4), 223- 231. Oswald, D.L. (2008). Gender Stereotypes and Women’s Reports of Liking and Ability in Traditionally Masculine and Feminine Occupations. Psychology of Women Quarterly, 32(2), 196-203. Shepherd, J. H. (Writer) & Feig, P. (Director). (2009). Nose Bleed [Television series episode]. In L. Wallem,, L. Brixius, J. Melfi, & C. Manabach (Producers), Nurse Jackie. New York: Showtime Networks Inc. Sizemore. J. “Anyone else like to share a ‘glass ceiling horror story’?” Cartoon. www.cartoonstock.com. <http://www.cartoonstock.com/cartoonview.asp?catref=jsin220>. Steele, J., James, J.B., & Barnett, R.C. (2002). Learning in a Man’s World: Examining the Perceptions of Undergraduate Women in Male-Dominated Academic Areas. Psychology of Women Quarterly, 26(1), 46-50.

  38. References Cont’d Stern, S.R. (2005). Self Absorbed, Dangerous, and Disengaged: What Popular Films Tell Us About Teenagers. Mass Communication & Society, 8(1), 23-38. Stern, B.B., Russel, C.A., & Russel, D. W. (2005). Vulnerable Women on Screen and at Home: Soap Opera Consumption. Journal of Macromarketing, 25(2), 222-225. Streeter, B. “Sorry, still got my 'raising kids' head on...” Cartoon. www.cartoonstock.com. < http://www.cartoonstock.com/cartoonview.asp?catref=bstn180>. Wall, S. (2008). Of heads and hearts: Women in graduate education at a Canadian University. Women’s Studies International Forum, 31(3), 219-228. Wallem, L., Brixius, L., Melfi, J., & Manabach, C. (Executive Producers). (2009). Nurse Jackie [Television Series). New York: Showtime Networks Inc. Wallem, L. Dunsky, E., & Brixius, L. (Writers), & Coulter, A. (Director). (2009). Pilot [Television series episode]. In L. Wallem,, L. Brixius, J. Melfi, & C. Manabach (Producers), Nurse Jackie. New York: Showtime Networks Inc. Zander, C. (Writer), & Buscemi, S. (Director). (2009). School Nurse [Television series episode]. In L. Wallem,, L. Brixius, J. Melfi, & C. Manabach (Producers), Nurse Jackie. New York: Showtime Networks Inc.

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