Representing “U”: Popular Culture, Media, and Higher Education

Reynolds, Pauline J.

doi:10.1002/aehe.20016

Cited by 29 publications

(41 citation statements)

References 102 publications

(198 reference statements)

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“…From Umphlett (1984) to Conklin (2008) and Reynolds (2014), the relationship between film and higher education has been discussed from the perspective of the viewer, the educator, and the historian. This project sought to consider this relationship from the filmmaker’s point of view.…”

Section: Discussion and Limitationsmentioning

confidence: 99%

“…Some scholars have argued that professors commonly appear as negative characters, which both damages public perceptions of the academy and the professoriate and reflects existing public opinion (Long, 1996; Polan, 1993; Reynolds, 2007, 2014). Further, a number of observers have documented recurrent negative on-screen stereotypes, including the absent-minded professor, the philandering cad, the lazy tenured instructor, and the bitter educator (DiPaolo, 2015; Guillermo, 2015; Overall, 2010; Roberts, 2010; Thomas, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Making a College Professor Film: A Case Study

Fitch

2019

Journal of Creative Communications

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Investigations on cinematic representations of higher education have sought to provide a deeper understanding of popular culture images and how they intersect with real-life academia. Moreover, such projects have examined how such mass communication texts may influence popular opinion surrounding colleges and universities. The existing literature on specific depictions of college professors in American films has explored a number of themes from various perspectives. Many scholars claim that such cinematic representations of higher education and faculty are negative and reinforce cultural stereotypes. Yet, little has been written about how filmmakers create such images. This article examines cinematic college professors from the viewpoint of the filmmaker by completing a case study of a recently produced college professor film and members of its creative team. Interviews with the screenwriter/director, production designer, and costume designer of a pseudonymously titled film investigates how the work of these film professionals was influenced by a number of factors, including their own experiences in higher education, their personal conceptions of college professors, previously viewed college-themed films, and existing stereotypes about professors.

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Section: Discussion and Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Making a College Professor Film: A Case Study

Fitch

2019

Journal of Creative Communications

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“…Anna created a division between the purely educational aspect of undergraduate life, and the associated, societal understandings of “being a fresher” (Edgerton, ; Reynolds, ). These were temporally and spatially divided in Anna's account, so that she had experienced undergraduate socialising in another place before beginning her degree and currently studied “close to home” without the “socialising aspect of it.” The spatial story of her current closeness to home was therefore a drawing of boundaries around a place that contained her current educational success and guarded against its disruption.…”

Section: Challenging the Immobility/mobility Binarymentioning

confidence: 99%

Moving beyond immobility: Spatial stories of undergraduate mobility at the “local” college

Henderson

2020

Population Space and Place

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In the English higher education context, "going to" university is commonly associated with leaving the familial home at the age of 18 and moving to a new city. This article sets out to problematise dominant narratives of student mobilities, by focusing on the everyday and imagined mobilities of students who stay in place for their degree education. On the basis of data from a case study of undergraduate education in further education colleges in England, the article sets out three challenges to the binary opposition between student mobilities and immobilities. First, the simple association between immobility, disadvantage, and deficit is challenged. The second challenge complicates perceptions of traditionally mobile undergraduates. Finally, the imagined "other lives" of local students challenge their characterisation as unable or unwilling to imagine student mobility. The article both highlights and seeks to resist powerful popular understandings of mobilities and undergraduate education. K E Y W O R D Smobilities, students, inequality, higher education, college-based higher education, place

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“…While some research indicates students may emulate many of the food‐related behaviors they learned from their families (Schroeter, House, and Lorence ), peers may come to exert influence over the students' food choices (Gruber ). This movement away from family norms may be aided by the representation of college life in the popular media, which could help indoctrinate incoming students into the norms and expectations of life as a college student (Reynolds ; Tucciarone ). These media depictions may serve as a form of anticipatory socialization and lead students to believe certain eating behaviors (e.g., eating unhealthy food, often in large amounts, and late at night) are part of the college experience (Silver ).…”

Section: Why Study College Students and Eating?mentioning

confidence: 99%

“…Descriptions of college life from current students and the popular media tend to emphasize the social aspects of college, sometimes going so far as to portray the college years as a time of hedonistic exploration (Reid, Webber, and Elliott ; Reynolds ; Tucciarone ). Yet, these scenes take place in the context of an American culture concerned with matters of public health, particularly the obesity epidemic and increases in diet‐related illnesses (Guthman ; Maurer and Sobal ).…”

mentioning

confidence: 99%

Just the “Typical College Diet”: How College Students Use Life Stages to Account for Unhealthy Eating

Harris¹

2017

Symbolic Interaction

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I performed a qualitative content analysis of 136 college students' food diary reflection papers to examine the accounts used when explaining dietary failures. In addition to common justifications (denials of injury, appeals to higher loyalties, and condemning the condemners) and excuses (denials of responsibility and postponement), diarists referred to their status as a college student and the "typical college student lifestyle" as the major reason for eating an unhealthy diet. Exploring how students use life stages to neutralize stigma adds a new temporal and context-focused dimension to studies of accounts and provides direction for potential health interventions.

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Representing “U”: Popular Culture, Media, and Higher Education

Cited by 29 publications

References 102 publications

Making a College Professor Film: A Case Study

Making a College Professor Film: A Case Study

Moving beyond immobility: Spatial stories of undergraduate mobility at the “local” college

Just the “Typical College Diet”: How College Students Use Life Stages to Account for Unhealthy Eating

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