"This Is Not Reality...It's Only TV": African American Girls Respond to Media (Mis)Representations

Autor/inn/en	Hall, Horace R.; Smith, Eleshia L.
Titel	"This Is Not Reality...It's Only TV": African American Girls Respond to Media (Mis)Representations
Quelle	In: New Educator, 8 (2012) 3, S.222-242 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2012.697014
Schlagwörter	African American Students; Females; High School Students; Music; Video Technology; Mass Media; Mass Media Use; Mass Media Effects; Television Viewing; Student Subcultures; African American Culture; Social Science Research; Self Concept; Adolescents; Developmental Stages; Cognitive Development; Identification; Social Influences; Stereotypes; Nontraditional Education; Urban Schools; Race; Socioeconomic Status; Sex; Resistance (Psychology) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; High school; High schools; Oberschule; Musik; Massenmedien; Mediennutzung; Fernsehkonsum; Social scientific research; Sozialwissenschaftliche Forschung; Selbstkonzept; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kognitive Entwicklung; Identifikation; Identifizierung; Sozialer Einfluss; Klischee; Non-traditional education; Alternative Erziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rasse; Abstammung; Socio-economic status; Sozioökonomischer Status; Geschlecht; Geschlechtsverkehr; Resistenz
Abstract	This research investigates the ways in which three African American high school girls interpret and challenge racialized and sexualized media representations of their race, class, and gender within music videos. The authors assert that these students' ability to counter stereotypes is a reflection of their cultural orientations, as well as their developmental stage of adolescence--two phenomena rarely combined in social science research on Black girls. The first observes how participants' stage of cognitive development assists them in interpreting media content. The second looks at the historical and sociocultural experiences of females of color that may help these students resist imposed racialized identities. Researcher findings indicate that different cognitive processes and cultural experiences assist these students in filtering through media stereotypes, as well as establishing and maintaining a positive identity that is relatively separate from one-dimensional media representations. (Contains 8 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10