Television as a marker of boys’ construction of growing up

Aasebø, Turid Skarre

doi:10.1177/1103308805051321

Cited by 5 publications

(3 citation statements)

References 4 publications

(2 reference statements)

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“…For example, Shelly Dews et al. use several excerpts from the TMNT show in their study of children's understanding of verbal irony. The show is also mentioned by child participants in research on media, age, and masculine identity (Aasebø), as well as in studies of popular culture as a potential factor in the construction of school curricula (Hedges). Finally, the Ninja Turtles are featured in scientific discussions of mutations, mostly as an example of the negative popular image of mutation (Cotton) and illustration of its false public perception (Condit et al.).…”

Section: Overview Of Literature On Tmntmentioning

confidence: 99%

Powering up the Technodrome: Energy Sustainability in the 1987 Teenage Mutant Ninja Turtles

Kujundžić¹,

Mišík²

2018

The J of Popular Culture

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Section: Overview Of Literature On Tmntmentioning

confidence: 99%

Powering up the Technodrome: Energy Sustainability in the 1987 Teenage Mutant Ninja Turtles

Kujundžić¹,

Mišík²

2018

The J of Popular Culture

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“…While verbal abuse was seen as something teenagers engage in as opposed to adults (Kotsinas 1994), positioning oneself as the holder of higher social age could be accomplished through dissociation from verbal abuse by labeling it childish, immature or as a practice of lower grades. A lot of the students' talk about verbal abuse was framed by a developmental discourse, which echoes Aasebø's (2005) conclusion that the idea of linear development is deeply rooted and meaningful in children's daily lives.…”

Section: Constructing Gender and Agementioning

confidence: 99%

Verbal abuse in school. Constructions of gender among 14‐ to 15‐year‐olds

Eliasson

Isaksson²,

Laflamme

2007

Gender and Education

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This thesis aims to describe and analyze gender and age patterns of verbal abuse among students, and how it is used in identity construction by girls and boys in social interaction in school. Two sets of data were used: a school-based survey (study I) and an observation and interview-based qualitative study (studies II-IV). The survey encompassed all 6 th and 8 th graders in a medium-sized Swedish city (n=1 006), and served to assess the gender and age-based prevalence of verbal abuse, and its effects on well-being. The qualitative study was conducted among 8 th grade students at two schools in the Stockholm area (127 hours of observations and 10 interviews). Through discourse analysis, it explored the role of verbal abuse in gender and age construction between same-age students in everyday interactions and examined students' own understanding of verbal abuse. The survey showed that verbal abuse is prevalent, more pronounced among 8 th graders, that boys experienced insults and threats to a greater extent, and girls sexual name-calling (e.g. "whore"). Boys most often used verbal abuse against other boys as well as girls, indicating that it was especially significant for masculinity construction. Being exposed did not have to be frequent, repeated or combined with other kinds of harassment to be negatively related to school satisfaction and well-being. The observations and interviews demonstrated that verbal abuse was a cultural resource to which boys had greater access. Often with sexual content, it contributed to "toughness", a central component of hegemonic masculinity in the schools. While generating most of the verbal abuse, tough, popular boys were not necessarily regarded as verbally abusive. Responsibility for the bulk of verbal abuse was instead attributed to "rowdy" boys. Whereas boys largely benefited from using verbal abuse, such practices mostly reflected unfavorably on girls. Verbal abuse simultaneously ordered masculinities and femininities, structured heterosexual relations, and contributed to age construction, intertwined with that of gender. For boys, using verbal abuse constituted them as appropriately (hetero)sexual teenage males. Discourses of immaturity, development, and school year used in the meaning-making of verbal abuse positioned genders differently, and contrasted teenagers with adults. Verbally abusive girls were associated with a negative "fjortis"-femininity, indicating that they displayed the wrong kind of sexuality, femininity and social age. What constituted 'verbal abuse' was jointly constructed by students and sometimes also by teachers in interaction. Speaker intent was a main point of students' understanding, in turn modified by a number of permissive discourses, such as "joking", friendship or pejoratives having "lost their meaning". Students came to interpret use of pejoratives and insults especially by tough popular boys as "jokes", rather than being offended and hurt. This suggests that students, using and investing in such discourses, reduced the practice of being verbal...

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“…As the reception of media product always involves interpretative activity on the part of the recipient, the meanings of the media contents are not predetermined by the producers of content, but created, negotiated and altered by the audience members (Thompson, 1995). For instance, Aasebø (2005) found in the context of Norway that boys already at a young age can see changes in their use of television as a sign of growing up. Miles (2000: 147) suggests that identities cannot be discussed without reference to the construction of identities.…”

Section: Identity Formation Through Meaningful Acts Of (Media) Consumptionmentioning

confidence: 99%

Media Consumption and the Identity Projects of the Young

Sihvonen

2015

YOUNG

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The purpose of this research is to discern the different roles of media in the identity projects of the young. Building on the idea of social identification, the analysis is focused on defining the different ways and criteria in which their own media consumption is accounted for by the young when making sense of themselves and others. Empirical data for the study included 53 Finnish university students’ essays on their relationships with different media vehicles and contents. The findings indicate that media consumption attaches to the identity projects of the young by relating to their taste preferences, everyday concerns, lifestyles and life themes, thereby addressing the basic states of human existence, namely having, doing and being. The findings demonstrate that media consumption connects with five different identity projects: (a) being a global citizen, (b) being a student, (c) being young, (d) being a devotee and (e) being healthy.

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Television as a marker of boys’ construction of growing up

Cited by 5 publications

References 4 publications

Powering up the Technodrome: Energy Sustainability in the 1987 Teenage Mutant Ninja Turtles

Powering up the Technodrome: Energy Sustainability in the 1987 Teenage Mutant Ninja Turtles

Verbal abuse in school. Constructions of gender among 14‐ to 15‐year‐olds

Media Consumption and the Identity Projects of the Young

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