Race, Gender Andmedia: Amethodsapproach

Race, gender andmedia: Amethodsapproach

JOUR 5210

Fall 2017, 6:30 p.m.-9:20 p.m. Thursdays, BLB 070

ProfessorTracy Everbach, Ph.D.

Phone/office214-995-8464-cell; office-Sycamore 286A; Office hours: 1-5 Thursdays (or by appointment)

Twitter@TracyEverbach

Skypetracy.everbach

TAMiyoung Chong, Ph.D.student

*This course is part of the university core.______

DescriptionThis course teaches students how to use established research methods to study patterns of media portrayals of gender, race, class, disability and sexuality. Students also learn the history of these patterns and ways they become interwoven in media structures, then indoctrinated to journalists and other media workers. Students employ research methods to scrutinize media texts through qualitative and quantitative content analyses. Discussion is a major component to this class. Students are encouraged to discuss, debate and dissect the topics we study in a civil and intellectual manner.

Required texts

Rebecca Ann Lind. (2013). Race/Gender/Class/Media 3.0: Considering diversity across audiences, content and producers, 3rd edition, Allyn & Bacon.

Online readings listed on the syllabus and on Blackboard

Your own blog

DVDs, websites, streaming video

Supplementaltexts (not required but may help with research and further study)

Armstrong, C. (2014). Media Disparity: A Gender Battleground. Lexington Books.

Benshoff, H. and Griffin. S. (2009). America on film: Representing race, class, gender, and sexuality at the movies, second edition. Hoboken, N.J.: Wiley-Blackwell.

Coates, T. (2015). Between the World and Me. Spiegel & Grau.

Creedon, P. and Cramer, J. (2007). Women in mass communication, third edition. Los Angeles: Sage.

Dines, G., and Humez, J.M. (2011). Gender, race, and class in media: A critical reader, third edition. Los Angeles: Sage.

Gross, L. & Woods, J. (1999). The Columbia reader on lesbians and gay men in media, society, and politics. New York: Columbia University Press.

Hooks, b. (2008). Reel to real: Race, sex, and class at the movies. London and New York: Routledge.

Rakow, L.F. and Wackwitz, L.A. (2004) Feminist communication theory: Selections in context. Thousand Oaks, Calif.: Sage.

Reichert, T. and Lambiase J. (2006)Sex in consumer culture: The erotic content of media and marketing. New York: Erlbaum.

Wilson, C., Gutierrez, F., and Chao, L. (2003). Racism, Sexism, and the Media: The rise of class communication in multicultural America, third edition. Los Angeles: Sage.

Course goals and ACEJMC competencies for accreditation purposes:

• Understand and apply the principles and laws of freedom of speech and press for the country in which the institution that invites ACEJMC is located, as well as receive instruction in and understand the range of systems of freedom of expression around the world, including the right to dissent, to monitor and criticize power, and to assemble and petition for redress of grievances;

• Demonstrate an understanding of the history and role of professionals and institutions in shaping communications;

• Demonstrate an understanding of gender, race ethnicity, sexual orientation and, as appropriate, other forms of diversity in domestic society in relation to mass communications;

• Demonstrate an understanding of the diversity of peoples and cultures and of the significance and impact of mass communications in a global society;

• Understand concepts and apply theories in the use and presentation of images and information;

• Demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity;

• Think critically, creatively and independently;

• Conduct research and evaluate information by methods appropriate to the communications professions in which they work;

• Write correctly and clearly in forms and styles appropriate for the communications professions, audiences and purposes they serve;

• Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate style and grammatical correctness;

• Apply basic numerical and statistical concepts;

• Apply tools and technologies appropriate for the communications professions in which they work.

UNT core curriculum objectives:

• This course is a Capstone experience designed to be a culminating experience where the breadth of students’ educational experiences are drawn into an integrated whole and placed within the context of larger society.
• This course consistently and thoroughly focuses on the application of empirical and scientific methods that contribute to the understanding of what makes us human.
• This course consistently and thoroughly involves the exploration of behavior and interactions among individuals, groups, institutions and events, examining their impact on the individual, society and culture.
• This course actively helps students develop their communication skills, which include effective development, interpretation and expression of ideas through written, oral and visual communication.
• This course will actively help students develop their empirical and quantitative skills.
• This course will actively help students develop social responsibility, which includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.

Attendance You are expected to be present for every class, unless otherwise instructed. If you have legitimate reasons for not attending (illness, disaster, death), contact the professor beforehand (by phone or e-mail) and present a note from a physician or other official at class. If you have a religious holiday, please let the professor know beforehand. Coming to class late or leaving early may constitute an absence for that day. You are responsible for all material covered if you do not attend class.

Assignments and tests for graduate students

Project I (study design)20%

Concepts/methods test20%

Blogging and participation 20%

News analysis (grad student team) 10%

Final paper 30%

Grading of these assignments will be based on prior classroom discussion and assigned reading, on thorough research, clear writing, and on the skillful use of language (including grammar, mechanics, spelling). You are expected to cite all your sources in the text and provide a reference list at the end. Video, audio and photography are welcome.

You may want to conduct research and find previous research for this class through the UNT electronic library at The following databases may be helpful to you in this class through library.unt.edu: Academic Search Complete, Access World News, Ad*Access, ArticleFirst, Communication and Mass Media Complete, EBSCO Host, JSTOR, Lexis-Nexis Academic, PapersFirst via FirstSearch, Proquest Online, Sage Journals Online.

Assignments are due by 11:59 p.m.on the assigned date. Professional standards will be modeled and upheld for presentations and written assignments. Citations are expected for any research material.

Extra credit will be offered throughout the semester and will include participating in research surveys, attending events and blogging about them, and other opportunities announced in class.

Blogging

Part of your grade will depend on a blog you will create to reflect on the topics we discuss in class. You are expected to blog your thoughts on your personal blog after every class. To achieve an A on your blog grade, you should have at least five well-written, relevant blog posts by midterm and 10 blog posts by the last class day.

You need to submit the address to this blog by the second week of class. I will give you a link in class to submit it. Do NOT email me the link because it might get lost in my email. The TA and I will check your blog periodically throughout the semester. You will receive a blog grade at midterm and final.

Your grade will be based upon your analysis, facts, evidence and self-reflection, no matter what your opinion is. You are free to agree or disagree with what is presented in class; the position you take will not affect your grade, but the quality of your analysis will. You can set up a blog for this class at or or another format of your choice.

Blogging guidelines: Posts should be 300-500 words each, discussing topics related to the class. These can either be reflections on class discussions and lectures or your own observations of things you encounter related to the class. You will need to cite any outside sources you use to make points in your blog. Cutting and pasting without citations and quotation marks is considered plagiarism. You may also use visuals or audio if you like. If you are using the same blog you use for another class or for other purposes, the posts for this class should be clearly labeled. You may not use the same posts for other classes.

Academic dishonesty

Academic dishonesty includes, but is not limited to, the use of any unauthorized assistance in taking quizzes, tests, or exams; dependence upon the aid of sources beyond those authorized by the instructor, the acquisition of tests or other material belonging to a faculty member, dual submission of a paper or project, resubmission of a paper or project to a different class without express permission from the instructors, or any other act designed to give a student an unfair advantage. Plagiarism includes the paraphrase or direct quotation of published or unpublished works without full and clear acknowledgment of the author/source. Academic dishonesty will bring about disciplinary action, which may include expulsion from the university. This is explained in the UNT Student Handbook. The instructor reserves the right to issue a ZERO for any assignment found to have involved plagiarism, fabrication, dual submission or any other act of academic dishonesty.

Academic integrity policy

The codes of ethics from the Society of Professional Journalists, American Advertising Federation and Public Relations Society of America address truth and honesty. The Mayborn School of Journalism embraces these tenets and believes that academic dishonesty of any kind – including plagiarism and fabrication – is incongruent with all areas of journalism. The school’s policy aligns with UNT Policy 18.1.16 and requires reporting any act of academic dishonesty to the Office for Academic Integrity for investigation. If the student has a previous confirmed offense (whether the first offense was in the journalism school or another university department) and the student is found to have committed another offense, the department will request the additional sanction of removing the student from the Mayborn School of Journalism. The student may appeal to the Office for Academic Integrity, which ensures due process and allows the student to remain in class pending the appeal.

Classroom behavior

Student behavior that interferes with an instructor’s ability to conduct a class or other students’ opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom, and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student’s conduct violated the Code of Student Conduct. The University’s expectations for student conduct apply to all instructional forums, including university and electronic classrooms, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at

The Mayborn School of Journalism requires that students respect and maintain all university property. Students will be held accountable through disciplinary action for any intentional damages they cause in classrooms. (e.g., writing on tables). Disruptive behavior is not tolerated (e.g., arriving late, leaving early, sleeping, talking on the phone, texting or game playing, making inappropriate comments, ringing cellular phones/beepers, dressing inappropriately).

Campus carry

Starting in August 2016, students, faculty and staff members who have a concealed carry license may carry a handgun on UNT property, including classrooms. This law was passed by the Texas Legislature and signed into law by Gov. Greg Abbott. UNT President Neal Smatresk is charged with setting the policy for the university and has decided, based on advice from a task force, that classrooms are permissible places for concealed carry. The campus carry policy and further information are listed here:

Campus policy stipulates that the person carrying a handgun must hold a License to Carry issued by the state of Texas. The weapon also must be concealed. If you see a handgun in this classroom, the person carrying it is violating the law. You should report this violation to the instructor, who will contact police. You also may call the police yourself.

Being a graduate student in a primarily undergraduate class

Most of the students in this class are undergraduates. As a graduate student, you are expected to be a leader in the classroom. You may offer discussion topics or make pointsanytime you think they are relevant. Students may look to you for advice or information and I hope you will help them if you can. (I do NOT expect you to do their work for them!) In addition, if you notice problems or inappropriate behavior in the classroom, I hope you will tell me about.

Syllabus

This is a tentative outline that may change throughout the semester. If you miss class, it is your responsibility to keep up with changes in this syllabus and the assignments. I cannot fill you in individually on what happened in class when you were not there. Each class contains quite a bit of material since we meet only once a week. All readings listed for a class must be completed before that class because we will discuss them. The videos will be screened in class and do not have to be viewed beforehand.

NOTE: All videos and DVDs listed here are available through the UNT Media Library in Chilton Hall. Many can be streamed on your computer at the Media Library website ( or through other sites such as YouTube. You can access the Media Library online with your EUID. If you miss class, you are responsible for viewing the documentaries on your own.

PART 1: NEWS MEDIA

Week 1, Aug. 31: Course introduction; deadlines; conversation/civility guidelines; blogging instructions; show-and-tell parameters. Overview of mass media theories and research methods. (PowerPoint presentations posted on Blackboard.) What is media literacy?

VIDEO: Antoine Dodson original newscast + discussion.

Week 2, Sept. 7: Images of race in news. Implicit bias. Content analysis.

To prepare for this class, please read and be prepared to discuss/blog:

1. Lind book, Chapter 1, “Laying a Foundation for Studying Race, Gender and the Media,” p. 1-12.

2. Lind book, “The Social Psychology of Stereotypes: Implications for Media Audiences,” p. 17-24.

3. Lind book, “‘He Was a Black Guy’: How News’s Misrepresentation Creates Fear of Blacks,” p. 24-30. GROUP 7 DISCUSSION

4. Lynn C. Owens, “Network News: The Role of Race in Source Selection and Story Topic.” Link through UNT library at (You’ll need to sign in with your EUID and password.) GROUP 17 DISCUSSION

PRESENTATION: Diversity and Media (PPT posted on Blackboard)

VIDEO: “White Like Me.” Can be streamed through UNT Library

or found on YouTube:

Blog address/URL due. Send it to link provided in class.

Instructions on Project I discussed.

Week 3, Sept. 14: Symbolic annihilation, gender stereotypes and feminism.

To prepare for this class, please read and be prepared to discuss/blog:

1. Vanity Fair article, “Who is Wall Street’s Queen B.?” GROUP 11 DISCUSSION
2. Tracy Everbach, “Women’s (mis) Representation in News Media.” Chapter One of Media Disparity: A Gender Battleground by Cory A. Armstrong. Posted on Blackboard. GROUP 4 DISCUSSION

VIDEO: TED talks: Cameron Russell, “Looks Aren’t Everything. Believe Me, I’m a Model.”

Chimamanda Ngozi Adichie: “We Should All Be Feminists.”

Week 4, Sept. 21:Historical analysis and oral history; content analysis; the black press in America.

To prepare for class, please read:

1. Lind book, “The Unchanging Face of the News: A Content Analysis of Online News Sites,” p. 155-159. GROUP 15 DISCUSSION
2. Lind book, “ ‘People Tell Me I’m White’: Stephen Colbert and Comic Deconstruction of Colorblindness,” p. 186-191. GROUP 2 DISCUSSION

ViIDEO: “The Black Press: Soldiers Without Swords.” ON DEMAND THROUGH UNT MEDIA LIBRARY:

PART 2, ADVERTISING, MUSIC, VIDEO GAMES AND SPORTS

Week 5, Sept. 28:Introduction to advertising culture, body image, socialization.

Guest speaker Natalie Hage on body positivity.

To prepare for this class, please read:

1. Lind book, “The More You Subtract, The More You Add: Cutting Girls Down to Size in Advertising,” p. 179-185.
2. Lind book, “Media Literacy in Eating Disorder Treatment,” p. 31-37.

GROUP 9 DISCUSSION ON BOTH READINGS

VIDEO: “Killing Us Softly 4” ON DEMAND THROUGH UNT MEDIA LIBRARY:

Week 6, Oct. 5:Islamophobia, social class, poverty, aging, the disabled

Guest speaker Saad Yousuf on Islamophobia and journalism.

VIDEO: “13th“ (can he streamed on Netflix)

Week 7, Oct. 12: ***DUE: Project I, turn in by midnight online*** PRESENTATIONS. Be prepared to discuss your project in class. You will receive extra credit for presenting your project in class. Need volunteers to present projects.

Guest speaker Jarah Wright on women in sports journalism.

Week 8, Oct. 19: Men and male stereotypes. Native Americans.

To prepare for this class, please read:

1. Lind book, “Mass Media, Mass Media Indians and American Indians,” p. 203-207.
2. Lind book, “Arguing Over Images: Native American Mascots and Race,” p. 87-94.

GROUP 12 DISCUSSION ON BOTH READINGS

VIDEO: “The Mask You Live In” ON DEMAND THROUGH UNT MEDIA LIBRARY:

Instructions on how to prepare for the Oct. 26 exam.

MIDTERM BLOGS DUE. (At least 5 quality posts for an A)

Week 9, Oct. 26: ***Concepts/methods TEST***

After the test—Music and music videos; violence against women

To prepare for this class please read the following and watch Eminem and Rhianna’s “Love the Way You Lie” video:

1. Lind book, “Eminem’s ‘Love the Way You Lie’ and the Normalization of Men’s Violence Against Women,” p. 263-268. GROUP 13 DISCUSSION
2. Lind book, “Gender and Race as Meaning Systems: Understanding Theoretical, Historical, and Institutional Implications of Sexualized Imagery in Rap Music,” p. 274-279. GROUP 6 DISCUSSION

TED talk: Leslie Morgan Steiner “Why Domestic Violence Victims Don’t Leave”: