Media Social Constructssocial Constructivisma Theory Based On The No ✓ Solved
Media & Social Constructs Social constructivism A theory based on the notion that certain mechanisms, phenomena, and categories are created or developed by society Social Constructs Social constructs: seem like facts or givens, but are actually invented by an individual society Depend on social conventions and expectations Include… identities (gender; race) self-concepts (we define ourselves by our interaction with others and what we think others perceive us to be) roles (gender; professions) practices (religion) institututions (education, schooling) social movements (feminism) etc The Media & Constructs Socialization: prolonged exposure to media messages shape our world and how we view it and the social roles of ourselves and others Constructs often help (intentionally or unintentionally) to perpetuate the status quo or hegemony Hegemony: the social, cultural, ideological, or economic influence exerted by a dominant group The Media & Constructs The media can help produce new constructs (formation), perpetuate constructs (think stereotypes), or disrupt constructs (productive media) Media-based REACTIONS to social constructs: ---Black Lives Matter ---I Look Like an Engineer ---Muslim Rage Constructs: Definitions Constructs are created through: Representation: what identities, beliefs, and values are being celebrated, and how?
Absence: what is NOT being shown Misrepresentation and underrepresentation: just because something or someone is shown, does mean they are done so fairly Gender Gender is a spectrum Masculinity and femininity are social constructs: society decides what it means to be masculine or feminine Gender is a learned trait What is the hegemonic “genderâ€? Sexuality In the media: Heterosexual = normal; the hegemonic sexuality Heteronormativity = media created based on the assumption that heterosexual is the norm; media intended to reproduce heterosexuality as the norm Also reinforces the belief that gay relationships have a “man†and a “woman†to fit gender roles The mass media’s lens is through that Race Race as a cultural category (vs. populations) Historically, whiteness has been the hegemony Baby Doll Test, Implicit Bias Tests Other Constructs Community Shifting meaning: online community Purity When is purity valued?
In whom? Education What is educated? Who defines it? Health History Guide Name College HEALTH HISTORY 2 Health history Identifying data Date of history Examiner Name Address Phone number Age Sex Race Place of Birth Marital Status Significant Other Employer Occupation Religion Primary Language Secondary Language Source of referral HEALTH HISTORY 3 Source of history Reliability Chief complaints/reason for visit Present illness: Time of onset Type of onset Original Source Severity Radiation Time relationship Duration Course Association Source of relief Source of aggravation Date, time...? How: Sudden?
Gradual? Triggers, what were you doing? Interfere with ADL's? Pain, direction it travels? How often, when?
How long an episode? Getting better, worse? Lead to others? Changes in medications, diet? What makes it worse?
HEALTH HISTORY 4 Past history General State of Health: Childhood Illnesses: (measles, mumps, rubella, whooping cough, chicken pox, scarlet fever, rheumatic fever, polio) Adult Illnesses: (HTN, CAD, DM, Lung...) Psychiatric Illnesses Accidents and Injuries Operations Hospitalizations Obstetric Current health status Current Medications (prescription or OTC) Allergies (food/medications) Screening Tests (PPD, Pap, Mammograms, stools...) Immunizations (tetanus, pertussis, diphtheria, polio, mumps, measles, rubella, influenza, Hepatitis B, Flu, Pneumococcal) Obstetric HEALTH HISTORY 5 Family history: (Age and health or age and cause of death) Maternal/Paternal Grandparents Parents Aunts/Uncles Siblings Spouse Children Genogram HEALTH HISTORY 6 Review of systems General: Overall state of health, changes in ADL's, weight, fatigue, fever, increased infections.
Skin: Rashes, lumps, sores, itching, dryness, color change changes in hair or nails. NEUROLOGIC: Seizures, headaches, paralysis. Numbness, weakness, syncope, restless, tremors, blackouts. Eyes: Vision, glasses, contacts, ? Last eye exam, pain, redness, excessive tearing, double vision, blurred vision, glaucoma, cataracts.
Ears: Hearing, tinnitus, vertigo, earaches, infections, discharge ? Hearing aids. Nose and Sinuses: Frequent colds, nasal stuffing, discharge, hay fever. Mouth and throat: Condition of gums and teeth, dentures, last exam, dry mouth, frequent sore throats hoarseness. Neck: Lumps, "swollen glands", goiter, pain, stiffness.
Breast: Lumps, pain, nipple discharge? Self-exam. Respiratory: Dyspnea, SOB, pain, wheezing, crackles, orthopnea, (?) Pillows, cough, sputum (color, quantity), emphysema, bronchitis, asthma, URI, chest x-ray. HEALTH HISTORY 7 Cardiac: Heart trouble, high blood pressure, rheumatic heart fever, murmurs, palpitations, chest pain, dyspnea. paroxysmal nocturnal dyspnea, edema, EKG, other heart test results. Gastrointestinal: Trouble swallowing, heartburn, appetite, nausea, vomiting.
Frequency of bowel movements, change in pattern, rectal bleeding or black tarry stools, hemorrhoids, constipation. diarrhea. Abdominal pain, food intolerance, excessive belching or passing gas. Jaundice, liver or gallbladder trouble, hepatitis. Urinary: Frequency, polyuria, nocturia, burning or pain on urination, hematuria, urgency, hesitancy, dribbling, UTI's, stones. Genital: Male: Hernia, discharge, testicular pain or masses, history of STD's and treatments, Sexual preference, interest, satisfaction, and problems.
Female: Age of menarche; regularity, frequency, and duration, amount of bleeding.bleeding between periods or after intercourse, last menstrual period, dysmenorrhea, premenstrual tension, age of menopause, menopausal symptoms, post- menopausal bleeding. If born before 1971, exposed to DES from maternal use. Discharge, itching, sores, lumps, STD's and treatment. Number of pregnancies, deliveries, abortions, complications of pregnancy, birth control methods. Sexual preference, interest, function, satisfaction.
Peripheral vascular: Intermittent claudication, leg cramps, varicose veins, past clots. Musculoskeletal: Muscle or joint pains, stiffness, arthritis, gout, backache. Hematologic: Anemia, easy bruising or bleeding, past transfusions and any reaction. Endocrine: Thyroid trouble, heat or cold intolerance, excessive sweating, diabetes, excessive thirst or hunger, polyuria. Psychiatric: Nervousness, tension, moods, depression, memory HEALTH HISTORY 8 Functional Assessment (Including Activities of Daily Living) Self-Esteem, Self-Concept Financial Status Value-belief system Self-care behaviors Activity/Exercise ADL’s Leisure activities Exercise pattern Other self-care behaviors Sleep/Rest Nutrition/Elimination Is this menu pattern typical of most days?
Who buys food? Who prepares food? Finances adequate for food? Who is present at mealtimes? Other self-care behaviors Interpersonal relationships/resources Describe own role in family How getting along with family, friend, coworkers, classmates Get support with a problem from How much daily time spent alone?
Is it pleasurable or isolating? Other self-care behaviors HEALTH HISTORY 9 Coping and Stress Management Describe stress in life now Change in past year Methods used to relieve stress Are these methods useful? Personal Habits Daily intake caffeine (coffee, tea, colas) Smoke cigarettes Number packs per day Daily use for how many years Age started Ever tried to quit How did it go? Drink alcohol No Date last alcohol use Amount of alcohol that episode Out of last 30 days, on how many days had alcohol? Ever had a drinking problem?
Any use of street drugs? Specifically Marijuana Amphetamines Heroin Cocaine Barbiturates Other Crack Cocaine LSD Ever been in treatment for drugs or alcohol? HEALTH HISTORY 10 Environment/Hazards Housing and neighborhood (type of structure, live alone, know neighbors) Safety of area? Adequate heat and utilities? Involvement in community services Hazards at workplace or home Use of seatbelts Travel or residence in other countries Military service in other countries Self-care behaviors Occupational Health Jobs held Satisfaction with present and past employment Current place of employment Please describe your job Work with any health hazards?
Any equipment at work designed to reduce your exposure? Any programs designed to monitor your exposure? Any health problems that you think are related to your job? What do you like or dislike about your job? Perception of own health How do you define health View of own health now Reaction to illness Coping patterns/mechanisms HEALTH HISTORY 11 Value of health What are your concerns What do you expect will happen to your health in future?
Your health goals Your expectations of nurses and physicians Educational level Highest degree or grade level attained Judgment of intellect relative to age Patterns of health care Dental care Preventive care Emergency care Developmental data: Summary of developmental data and current functioning. Use Erikson’s stages of development. HEALTH HISTORY 12 Nutritional data: ( see attached) Identified risk factors: Health promotion activities: HEALTH HISTORY 13 NUTRITIONAL ASSESSMENT Recommended weight 24-Hour Diet Recall; TIME FOOD EATEN CALORIE AMOUNT BREAKFAST LUNCH DINNER SNACK Client's Height _______________ Weight ______________________ Projected Calories _____________ ------- HEALTH HISTORY 14 FOOD CATEGORIES SERVINGS NEEDED SERVINGS EATEN DIFFERENCE Animal Protein 2 Vegetable Protein 2 Dairy products calcium rich 4 Whole grains, breads and cereals 4 Vitamin c-rich foods 1-2 Green.leafy vegetables 1-2 Other fruits and vegetables 2 Fats and oils Other foods Comments: Suggestions Made: Increased calories ___________ Decrease fat ______________ Decrease sugar ____________ Increase fiber ______________ Increase number of meals __________ Other ______________ Referred to food programs Client's evaluation of own diet (circle one): Excellent Good Fair Poor HEALTH HISTORY 15 References Social Constructs Essay Rubric (A, C, F levels only – see full rubric in the submission link) Excellent "A" Acceptable "C" Does Not Meet Req.
"F" Introduction Introduction grabs reader's attention, establishes exigence ("so what?" and context), and seamlessly leads leads to thesis. Introduction may not grab the reader's attention or effectively establish exigence, but it does lead to the thesis statement. Introduction majorly insufficient or nonexistent. Thesis Thesis statement is expertly worded (concise, academic) and establishes control for the essay. Is placed at end of intro.
Thesis is placed at end of the introduction and establishes control of the essay. Contains minor wording issues. No thesis or is majorly insufficient. Organization Student expertly uses topic sentences, that stem from the thesis, to move reader through the essay. Essay follows order established in thesis, and student thoroughly addresses one topic before moving on to another.
Student uses topic sentences to move reader through the essay. Essay follows order established in thesis, and student mostly addresses one topic before moving on to another. Organization has major flaws; hard to follow thought processes. Examples/Evidence: Primary Sources (3+) Student's examples and evidence of construct are well explained, pertinent, and support topic sentences. Draws from each primary source in each body paragraph.
Student uses examples and evidence, but they could be more thoroughly explained or linked more clearly to the topic sentences. May not draw from each primary source in each body paragraph. Student barely uses evidence or examples to support claims. Example/Evidence: Secondary Source (2+) Sources integrated seamlessly, and greatly support the main points. Sources mostly integrated into sentences to support author's points, but both sources could be integrated more effectively.
Does not use 2 secondary sources Analysis Student expertly analyzes how examples serve the main points of paragraphs and the essay. Shows higher-level critical thinking. Student mostly analyzes how examples serve the main points of paragraphs and the essay. Shows some critical thinking. Student barely analyzes.
Conclusion Conclusion does much more than summarize; it also adds to the conversation, leaving the reader thinking about the argument long after reading. Conclusion is primarily summary; student attempts to expand beyond summary. No conclusion. Grammar/Style No errors in grammar. Style is academic.
Handful of errors in grammar. Style is fairly academic. Grammatical errors impede meaning in essay. Student needs to seek outside help in grammar. Formatting 0 errors in MLA or APA format Contains 3-4 minor formatting and citation errors Contains major formatting errors, and/or major citation errors.
EGL 1100 - NBishop Social Constructs Project For this assignment, you will identify a social construct of interest to you. You will then investigate how the media builds, perpetuates, or challenges this social construct. You want to select a specific medium, or get as specific as possible to limit the scope of the project. For example, you might look at how a certain genre of music constructs masculinity, or how Twitter challenges society's notion of blackness. Steps to Writing the Argument 1.
Become familiar with social constructs to select one of interest. Narrow the scope of your project as much as possible. 2. Use Ch. 18 – 22 (Source / Research chapters) to review ways of finding, evaluating, integrating, and synthesizing evidence to develop thesis statements and supporting argument claims.
You will use primary sources as your main evidence and secondary sources as additional support for the analytical argument you make. 3. Write a thesis, outline, then essay draft. Parts of the Brand Identity Project I. Introduction: Start generally (establish exigence) and develop an introduction that leads to an argumentative thesis statement . · To make your thesis argumentative, use an analytical, argumentative verb from one of these categories: creates, maintains/perpetuates, or redefines. (You can choose a synonym or more specific verb, but it should come from one of those categories.) · Example: In mainstream media, pitbulls are most often portrayed as dangerous.
The Instagram hashtag #dontbullymybreed redefines pitbulls as friendly, goofy, and gentle. II. Body Paragraphs: 3+ body paragraphs containing topic sentences that support your thesis. Paragraphs include evidence and analysis to support each individual topic sentence. III.
Conclusion: Discuss implications of your argument. Formal Requirements · 3 FULL to 4 pages in length (not including Works Cited) · Works Cited page of 5+ sources: · 3+ primary sources (examples) · 2+ secondary sources (support/analysis) Secondary sources must be credible, but do not have to be “academic†· MLA formatted in-text citations · Formatting: Times New Roman font, size 12; 1†margins all around; header and heading with last name & page number Essay Due Date Due by 11:59pm on _________________________________
Paper for above instructions
Media as a Social Construct: The Representation and Perpetuation of Gender Norms
Introduction
Social constructs are the frameworks that shape how societies interact with each other and define individual identities (Berger & Luckmann, 1966). These constructs evolve from shared beliefs, traditions, and interactions, influencing perceptions of various phenomena, including gender. Through socialization processes, particularly in a media-saturated environment, these constructs are perpetuated or disrupted (Pavlik, 2010). The media plays a pivotal role in this process, acting as a mirror reflecting societal norms while simultaneously shaping perceptions. This essay explores the media's function in the sustenance and propagation of traditional gender norms by examining popular television shows, advertising campaigns, and social media's impact on gender representations. Ultimately, it posits that the media not only reinforces existing gender stereotypes but also offers possibilities for redefining these constructs.
The Role of Television in Shaping Gender Constructs
Television is a powerful medium through which gender constructs are built and maintained. Shows like "The Big Bang Theory" and "Grey's Anatomy" often present characters that embody traditional gender roles. In "The Big Bang Theory," female characters are frequently portrayed in traditional domestic roles, whereas male characters dominate professional and scientific contexts (Hunt, 2017). Consequently, these portrayals reinforce the notion that scientific prowess is inherently masculine, perpetuating stereotypes that discourage women from pursuing careers in STEM fields (Wright, 2014).
Moreover, through representation, television can fuel societal expectations of masculinity and femininity. The performance of masculinity often relies on aggression, dominance, and emotional suppression, as seen in shows like "Sons of Anarchy." Such representations validate a narrow definition of masculinity that sidelines emotional expression (Hawkins, 2020). Conversely, female characters might be depicted as nurturing or reliant on male counterparts, entrenching traditional gender roles that limit personal agency (Cohen, 2018). This pattern often serves to uphold the status quo by reinforcing hegemony—where dominant groups retain cultural, political, and ideological control (Gramsci, 1971).
Advertising and the Reinforcement of Gender Norms
Advertising is another avenue through which media constructs gender normative ideals. Advertisements frequently present unrealistic portrayals of masculinity and femininity that shape consumer perceptions and behaviors. For example, beauty products constantly reflect narrow beauty standards by aligning femininity with youth, slenderness, and specific beauty traits (Kilbourne, 2010). Such consistent representation may lead individuals to internalize these standards, constructing their self-image based on unattainable ideals (Fardouly et al., 2015).
Furthermore, advertisements often reinforce traditional masculinity by portraying men in dominant, aggressive roles while simultaneously showing women in submissive or secondary positions. For example, car commercials often depict male drivers as adventurous, free, and dominant, while women may be presented as passive aesthetic backdrops (Schroeder & Borgerson, 2005). The replication of these gendered stereotypes in advertising serves to reinforce societal expectations regarding behaviors and practices related to gender, as individuals may subconsciously adopt these ideals in their own interactions and self-concept (McMahon, 2015).
Social Media's Impact on Gender Constructs
In contrast to television and advertising, social media platforms provide individuals a chance to both challenge and reshape existing gender norms. The emergence of social media has allowed non-traditional voices, especially marginalized communities, to express themselves and redefine gender constructs beyond prevailing dichotomies (boyd, 2014). For instance, hashtags such as #GenderNonBinary and #HeForShe have emerged to challenge traditional understandings of gender, advocating for a more fluid understanding of identity. These movements disrupt hegemonic notions of gender by presenting alternative narratives that challenge the binary and static definitions imposed by mainstream media.
Moreover, social media enables users to cultivate personal identities that diverge from traditional constructs, allowing for self-definition and opportunities for openness and discussion. Users can present themselves authentically, sharing experiences that reflect the spectrum of gender identities. This user-generated content plays a crucial role in providing visibility to diverse gender expressions, facilitating a broader understanding of gender and encouraging acceptance (Murphy, 2021).
Conclusion
As a dynamic social construct, gender is shaped significantly by the media, which acts both as a site of reinforcement and redefinition. Television and advertising often perpetuate traditional gender norms, reinforcing the cultural hegemony around masculinity and femininity. However, social media holds the potential to disrupt these outdated constructs by providing platforms for diverse voices and experiences. The media landscape is continually evolving, reflecting shifts in societal expectations and values. As awareness grows about the ramifications of these constructs on identity and self-perception, both audiences and creators are tasked with critically engaging with media representations to foster a society that values diversity and rejects limiting stereotypes.
References
1. Berger, P. L., & Luckmann, T. (1966). The Social Construction of Reality: A Treatise in the Sociology of Knowledge. New York: Anchor Books.
2. Boyd, D. (2014). It's Complicated: The Social Lives of Networked Teens. Yale University Press.
3. Cohen, P. (2018). Gender, Age, and Identity on Social Media Platforms. Social Media + Society, 4(2), 2076284X18755349.
4. Fardouly, J., Diedrichs, P. C., Vartanian, L. R., & Halliwell, E. (2015). Social Comparisons on Social Media: The Impact of Facebook on Young Women’s Body Image Concerns. Body Image, 13, 38-45.
5. Gramsci, A. (1971). Selections from the Prison Notebooks. International Publishers.
6. Hawkins, J. (2020). Masculinity and the Media: The New Rules of Engagement. Journal of Gender Studies, 29(1), 1-14.
7. Hunt, R. (2017). Gender Representation in Media: A Review of Current Trends. Journal of Communication Studies, 5(3), 35-53.
8. Kilbourne, J. (2010). Still Killing Us Softly: Advertising's Image of Women. New York: Media Literacy Foundation.
9. McMahon, P. M. (2015). The Future of Advertising: Integrating Gender Viewpoints. Journal of Marketing Theory and Practice, 23(4), 392-400.
10. Murphy, S. (2021). Beyond the Binary: Gender Identity and Expression in the Age of Social Media. Journal of Gender Studies, 30(2), 176-189.
This essay explores how media impacts the social constructs regarding gender, providing insight into the processes of representation, creation, and challenge against traditional norms. It underscores the power of media as a shaping force while also highlighting potential avenues for change through platforms that amplify diverse voices.