BTMM 3471
Media & Cultural Difference
Spring 2012
Section 002
Tuesday, Thursday
12:30 – 1:50 pm
Tuttleman Learning Center Room 406
Instructor
Dr. John Edward Campbell
Office:
Tomlinson 219
Phone:
215-204-1926
E-mail:
campbell@temple.edu
Office Hours: Tuesday, Thursday, 2:00 pm – 4:00 pm
Course Description:
This course critically examines media representations of cultural difference and how diverse cultural groups
incorporate media into their negotiation of everyday life. In the course, particular attention is given to the social
and political implications of mainstream media representations of gender, race, ethnicity, sexuality, class, and
physical ability. This course also examines the ways diverse cultural groups employ media technologies to
construct alternative representations to those found in the mainstream commercial media. By providing an
understanding of the importance and complexity of cultural difference, this course empowers students to
become more critical consumers of media content and encourages future media producers to be more sensitive
to issues of cultural difference in constructing media representations.
Course Prerequisite:
BTMM 1011: Introduction to Media Theory
Objectives:
Upon completion of this course, students should be able to:
•
•
•
•
•
Critically evaluate mainstream media representations of cultural difference, in particular representations
of gender, race, ethnicity, sexuality, class and physical ability.
Demonstrate an understanding of and sensitivity to the political and social implications of cultural
difference.
Demonstrate a greater confidence and competency in communicating with diverse cultural groups.
Identify and research issues of concern to diverse cultural groups.
Produce more socially inclusive and politically responsible media representations of diverse groups.
BTMM 3471: Media & Cultural Difference Instructor Expectations
The instructor expects that all students in the class are fully capable adults. As such, the instructor expects all
students to behave as adults and not engage in childlike behavior, including making excuses for not completing
course requirements, leaving assignments to the last minute, asking for special treatment, or involving one’s
parents in classroom matters. The instructor expects all students to conduct themselves in a professional manner
throughout the semester. Students are expected to have completed all the readings for a class meeting and
enthusiastically participate in class discussions. During class discussions, students are expected to be
deferential of diverse points-of-view and respectful of differences in gender, race, ethnicity, class, age, religion,
nationality, physical ability, and sexual orientation.
Class Code of Conduct
Individuals enrolled in this course are expected to conduct themselves in a civil and respectful manner, both
toward their instructor and fellow students. Acts of misconduct for which students are subject to discipline
include, but are not limited to, intentional interference with or disruption of class, as well as behavior or conduct
which poses a threat to the mental, emotional, or physical well being of self or others. Non-compliance,
interference or resistance to this code is considered actionable when a student fails to comply with a reasonable
verbal or written instruction or direction given by a University employee (e.g., instructor, teaching assistant or
staff member). In such cases of violation, it is the University employee’s right and responsibility to remove the
student from class, and seek out the appropriate sanctions (e.g., suspension, separation, probation, enrollment
restrictions, or expulsion from the University) pursuant to the Temple Student Conduct Code policy.
Course Readings
 Facing Difference: Race, Gender, and Mass Media (1997) by Shirley Biagi and Marilyn KernFoxworth
 Readings posted on Blackboard
Course Blackboard Page
Course documents and announcements will be available on the Temple University BTMM 3471: Media &
Cultural Difference Blackboard Web site. All students registered for this class are automatically enrolled in
appropriate Blackboard page through the TU Portal. Blackboard will also be used to send mass e-mails to the
class concerning important developments. Please check your Temple e-mail account regularly to ensure you do
not miss any important class announcements. All official emails regarding the class will have “BTMM 3471:
Media & Cultural Difference” in the subject line.
Course Requirements
TEXTUAL ANALYSES PAPERS: Students will write two textual analyses of media texts in the class. One textual
analysis will examine an American commercial television show, the other an American film. Each textual
analysis will be 4 to 5 pages in length plus bibliography. In the textual analysis, students will discuss how the
show or film represents gender, race, class, sexuality, and physical ability, and the political implications of this
representation. Although the textual analysis will touch on each of these dimensions of identity, the paper
should be focused on that representation of identity the student finds most interesting or problematic in the text.
The two paper assignments are designed to help students develop their critical thinking skills, master material
covered in the course, refine their writing skills, and gain practical experience analyzing media texts. Detailed
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BTMM 3471: Media & Cultural Difference written instructions will be provided for each assignment, and each assignment will be discussed extensively in
class.
FINAL EXAM: There will be one short-essay exam at the end of the semester. This exam will cover the key
readings and central concepts from the class. The purpose of this exam is to assess the student’s mastery of the
course material.
PRESENTATIONS: Each student will give a 10-minute presentation of one of their textual analyses at the end of
the semester. This presentation will allow students to develop their public-speaking skills and showcase their
ability to critically analyze media texts.
SHORT ASSIGNMENTS: There are five short assignments student will do over the course of the semester. Each
assignment is one-page in length and designed to actively engage students in the topics being covered in the
course. The student must bring the completed assignment to class on the due date and be prepared to discuss
the assignment in class. Discussing the assignment is a fundamental requirement of the assignment. If the
assignment is not available in class on the due date, the assignment will only be worth half credit (a maximum
of 5 points). After two weeks of the due date, an assignment will receive no credit. The number of points
awarded for each assignment will be based on how well the written submission fulfills the parameters of the
individual assignment, the quality of the writing, and how prepared the student is to discuss the assignment in
class. The maximum number of points for each assignment submitted by the due date is 10 points. A
description of each short assignment is available at the end of the syllabus.
EXTRA CREDIT: At the start of the semester, there is only one extra-credit opportunity available to students in
the class. The extra-credit opportunity is associated with short assignment 4 and must be presented in class the
same day as short assignment 4. If the extra-credit assignment is not presented on that date, it will NOT receive
any credit. Students should not contact the instructor asking for additional extra-credit opportunities.
Grading
A grade in this course is only an indicator of performance on a particular exam or paper. A grade is not a reward
nor is it a punishment. A grade is neither an assessment of a student’s potential nor a student’s ability. A grade
is not a comment on a student’s character. A grade is not harsh or unfair. A grade is only accurate or
inaccurate. In this course, grades must be earned and no student is entitled to a particular grade. Students
should understand that if they wait till the last minute to work on one of the written assignments, they will likely
receive a low grade on that assignment. To do well on the written assignments, students need to invest a
significant amount of time and effort on the assignments. Merely turning in an assignment does not guarantee a
passing grade on that assignment.
The final grade for the course will be based on the following breakdown of requirements:
Requirement
Possible Points
Paper 1: Textual Analysis of Film (due March 13)
Paper 2: Textual Analysis of Television Show (due April 5)
Presentation
Short Assignments
Final Exam
Total Possible Points for Course
100
100
50
50
100
400
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BTMM 3471: Media & Cultural Difference The total points accumulated over the semester will be divided by four to devise an average grade for the
course. The following grade distribution will be used in assigning a letter grade for the course:
A
AB+
B
100 – 93
92 – 90
89 – 87
86 – 83
Grading Distribution
B82 – 80
C+
79 – 77
C
76 – 73
C72 – 70
D
F
69 – 60
Below 60
Course Policies & Procedures
1. STUDENT AND FACULTY RIGHTS AND RESPONSIBILITIES: Freedom to teach and freedom to learn are
inseparable facets of academic freedom. The University has a policy of Student and Faculty and Academic
Rights and Responsibilities (Policy #03.70.02) which can be accessed through the following link:
http://policies.temple.edu/getdoc.asp?policy_no=03.70.02.
2. ATTENDANCE: It is solely the responsibility of the student to attend class and take notes on the relevant
material. Regular attendance is critical to succeed in this course. Students must be in attendance to
participate in class exercises.
3. RATIONAL DISCUSSION IN THE CLASSROOM: As a social science class, students should expect classroom
discussions to be based on scientific and rational criteria. This means that various irrational beliefs humans
have held will be challenged over the course of the semester. Although students are welcome to hold
whatever beliefs they choose in their personal life, in class we will subject all beliefs to the standards of
scientific inquiry and those beliefs contradicted by empirical evidence will be framed as irrational. For
instance, we may examine such beliefs as the earth being flat, the earth being only 6,000 years old, the
Egyptian pyramids being constructed by aliens, unicorns being real, or vaccines causing autism and note
that the empirical evidence gathered by scientists suggests all of these beliefs are irrational. If a student is
not comfortable participating in rational discussions about particular beliefs they hold, that student should
consider taking another course.
4. OPINIONS AND FEELINGS: In a social science course, opinions and feelings are irrelevant. In this course
only rational assertions based on a critical assessment of the available empirical evidence are relevant to
both class discussions and assignments. Students should avoid including their opinions or feelings in class
assignments.
5. PROFESSIONAL CONDUCT: Students are expected to conduct themselves professionally at all times. This
includes attending class, being punctual for class, maintaining a formal and respectful demeanor in all
communications with the instructor and teaching assistants, and observing appropriate classroom protocol.
Appropriate classroom protocol includes being respectful of fellow students. Students should not carry on
side conversations during class as this is both disruptive and rude. In addition, students should not check
their Facebook pages, IM, text message, watch Hulu or YouTube, or shop on eBay during class as this will
be distracting to those students around them. Students who are found to be doing any of these activities
during class will be asked to leave the classroom.
6. CONTACTING INSTRUCTOR: The instructor is available to meet with students during office hours only.
Students are welcome to stop by during office hours without an appointment. Students should allow at least
two business days for responses to e-mails just to be safe. When e-mailing the instructor, the student
should put “BTMM 3471” in the subject line and include their name in the e-mail. E-mail with instructors
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BTMM 3471: Media & Cultural Difference is considered formal communication and must adhere to professional standards. E-mail messages that
contain inappropriate language or tone will either be ignored or, in egregious cases, will result in formal
reprimands.
7. SUBMISSION OF ASSIGNMENTS AND DEADLINES: It is solely the responsibility of the student to ensure all
assignments reach the instructor. No dispensations will be granted for lost or misplaced assignments.
Assignments must be submitted in hard copy in class AND electronically to Blackboard. In the case of an
emergency that prevents the student from attending class the day an assignment is due, the student must:
first, post their assignment to Blackboard by noon on the due date; second, provide a hard copy of the
assignment by the following class meeting. No late assignments will be accepted under any
circumstances. There are NO EXCEPTIONS to this policy. (Of course, assignments can always be
submitted early.) It is strongly recommended that students keep a backup copy of all work they submit in
the course. NOTE: a computer crashing or a printer malfunctioning is unfortunate, but does not constitute
an emergency. If you choose to wait to the last minute to do an assignment, these are simply the risks you
accept.
8. ASSIGNMENT FORMAT: All submissions must be typed and double-spaced in a 12-point font (preferably
Times New Roman or CG Times) and follow the format guidelines of the American Psychological
Association (APA) style. (For more information on APA style, visit the Temple Writing Center web-site at:
http://www.temple.edu/writingctr) Spelling, grammar, punctuation and neatness are part of any written
work, and will count toward the grade. All written assignments should have page numbers and be stapled.
9. VIEWER ADVISORY: Students should be aware that some of the videos shown in class might contain profane
language or depictions of sex and/or violence. Students concerned about the content of a video should
discuss their reservations with the instructor prior to the screening.
10. SPECIAL NEEDS: Any student with a documented disability condition (e.g., physical, learning, psychiatric,
systemic, vision, hearing, etc.) who needs to arrange reasonable accommodations should notify the
instructor at the beginning of the semester. The student may also wish to contact the Office of Disability
Resources and Services at 215-204-1280. More information about Disability Resources and Services is
available at: http://www.temple.edu/disability/.
11. INCOMPLETES: Incompletes will only be granted in instances of documented emergencies.
12. MAKE-UP EXAMS: There will be no make-ups for the final exam; you must take the final at the scheduled
time or forfeit all points for the exam.
13. YOUR LACK OF PLANNING IS NOT MY EMERGENCY: Should a student choose to wait to the last minute to
work on an assignment or study for an exam, they may not contact the instructor and ask for help. The
instructor will not check his e-mail the night before or the morning of the day an assignment is due. If a
student chooses to put off an assignment to the last minute and something goes wrong – such as a computer
failure or a printer malfunction – that is unfortunate but does not exempt a student from having to meet a
course deadline.
14. GRADE APPEALS: If a student believes they have legitimate grounds on which to dispute a grade on a
particular assignment, the student may submit a formal written appeal to the instructor within 10 days of
receiving the original grade. The appeal must be in writing, not email, and the appeal must provide
rational criteria for why the current grade is inaccurate. Feelings do not constitute rational criteria. Such
claims as “I worked really hard on the assignment,” “I’m confident in my work,” “I feel I deserve a higher
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BTMM 3471: Media & Cultural Difference grade,” “the grade was unfair,” or “I’m an ‘A’ student” are not valid reasons to appeal a grade. The student
must offer some empirical proof that the grade is inaccurate. The formal written appeal must be
accompanied by the original graded assignment. (Any emailed grade appeals will be ignored.) Once the
student has submitted a formal grade appeal and all supporting evidence, including the graded copy of the
assignment in question, the instructor will carefully examine the assignment and provide a new grade utterly
independent of any original grade. The instructor’s grade will be based purely on the quality of the work
submitted by the student and no other criteria. The instructor’s second grade will be the final grade for the
assignment and that grade may be higher, lower, or comparable to the original grade. Once the instructor
has assigned a grade to the assignment, that grade will not be changed under any circumstances. By
submitting a formal grade appeal to the instructor, the student agrees to accept and respect the instructor’s
grade as the final grade on the assignment.
15. CELL PHONES & PAGERS: All cell phones and pagers must be turned off at the start of class.
16. POWERPOINT PRESENTATIONS: The instructor DOES NOT give out the PowerPoint presentations under
any circumstances. There are two reasons for this policy: first, when posting PowerPoint presentations
online, many students stopped coming to class altogether, and many of those who came to class didn’t pay
attention because they assumed they could download the presentations at a later date. As a result, these
students found themselves accessing the PowerPoint presentations just before the exam but not necessarily
understanding the material. This resulted in lower exam grades. These students confuse access to
information with understanding information. The second reason for not giving out the PowerPoint
presentations is perhaps the most important. The ability to focus and identify key information when it is
presented is a vital skill students will need to develop if they are to succeed after graduation. Traditionally
college students developed this skill because professors would simply lecture with no visual aids and
students had no choice but to become adept at listening carefully, identifying key bits of information, and
recording this information for later use. This also holds true in the professional sector where a great deal of
vital information for performing one’s job is still related orally. By not giving out the PowerPoint
presentations, students will have no choice but to develop this skill essential to their future success.
17. LETTERS OF RECOMMENDATION: The instructor will only consider providing letters of recommendation
for those students who have successfully completed the course and received a grade of an A-. The
instructor is under no obligation to provide a letter of recommendation to any student and has the right to
deny such a request at any time for any reason.
18. LANGUAGE IN THE CLASSROOM: The instructor reserves the right to use whatever emphatic language the
instructor deems necessary to make a point. As the instructor expects all students to be adults, the instructor
expects student not be offended by any language that is consider adult language in the United States,
including the use of expletives when deemed appropriate by the instructor.
19. EXPELLING DISRUPTIVE STUDENTS: The instructor has the right to expel any student from the classroom if
that student is engaging in behavior that is interfering with the instructor’s ability to teach effectively. This
can include reading the newspaper in class, carrying on side conversations, taking a phone call during class,
watching videos on a laptop, or snoring.
20. SUBMITTING ASSIGNMENTS: All assignments for this course require students submit an electronic copy to
Blackboard (which will be checked for any indication of plagiarism) and a hard copy to the instructor or
teaching assistant. Students who do not submit both the electronic copy and a hard copy will not receive
any credit for the assignment.
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BTMM 3471: Media & Cultural Difference 21. CHANGES TO THE COURSE SCHEDULE: The instructor reserves the right to make modifications to this
syllabus and the course schedule should the need arise.
22. ACADEMIC HONESTY: Any student who is found violating standards of academic honesty will
automatically FAIL the class. This includes any student who is found to be committing an act of plagiarism
or who is caught cheating on an exam. All material submitted in the course is expected to be original
material written specifically for this class and may not under any circumstances have been recycled from
papers submitted in other courses. For students that violate the standard of academic honesty, a charge may
be lodged with the University Disciplinary Committee. Reprinted below is Temple University’s policy on
academic honesty, taken from the Undergraduate Bulletin:
Temple University believes strongly in academic honesty and integrity. Plagiarism and
academic cheating are, therefore, prohibited. Essential to intellectual growth is the development of
independent thought and a respect for the thoughts of others. The prohibition against plagiarism
and cheating is intended to foster this independence and respect.
Plagiarism is the unacknowledged use of another person's labor, another person's ideas,
another person's words, or another person's assistance. Normally, all work done for courses -papers, examinations, homework exercises, laboratory reports, oral presentations -- is expected to
be the individual effort of the student presenting the work. Any assistance must be reported to the
instructor. If the work has entailed consulting other resources -- journals, books, or other media --,
these resources must be cited in a manner appropriate to the course. It is the instructor's
responsibility to indicate the appropriate manner of citation. Everything used from other sources -suggestions for organization of ideas, ideas themselves, or actual language -- must be cited.
Failure to cite borrowed material constitutes plagiarism. Undocumented use of materials from the
World Wide Web is plagiarism.
Academic cheating is, generally, the thwarting or breaking of the general rules of academic
work or the specific rules of the individual courses. It includes falsifying data; submitting, without
the instructor's approval, work in one course which was done for another; helping others to
plagiarize or cheat from one's own or another's work; or actually doing the work of another person.
The penalty for academic dishonesty can vary from receiving a reprimand and a failing grade
for a particular assignment, to a failing grade in the course, to suspension or expulsion from the
University.
More information regarding the rights and responsibilities of students is available at:
http://www.temple.edu/bulletin/Responsibilities_rights/responsibilities/responsibilities.shtm
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BTMM 3471: Media & Cultural Difference S PRING 2012
Course Schedule Date
January 17
Class Topic
Introduction
January 19
January 24
What is Representation?
The Codes of Media
January 26
January 31
February 2
February 7
February 9
February 14
February 16
February 21
February 23
February 28
March 1
March 6
March 8
March 13
Readings & Assignments
Syllabus
“Representation” by K. Bowles (Blackboard)
“Some television, some topics, and some terminology” by J.
Fiske (Blackboard)
What is Textual Analysis?
“Textual Analysis” by A. McKee (Blackboard)
Language of Difference
“Sexism, Racism, and Other ‘-isms’” by J. Wilson
AMERICAN FILM AND CULTURAL DIFFERENCE
Gender and Film
“Gender Role Portrayal and the Disney Princesses” by D.
England (Blackboard) and “Post-Princess Models of Gender” by
K. Gillam (Blackboard) and “Chick Flicks Away” by J. Esther
(Blackboard)
SHORT ASSIGNMENT 1 DUE
Race, Ethnicity, and Film
“Race, Ethnicity, and Film” by R. Wiegman (Blackboard) and
“Black Man/White Machine” by L. Palmer (Blackboard)
Race, Ethnicity, and Film
“Asian Women in Film: No Joy, No Luck” by J. Hagedorn and
“The Latin Factor: Hollywood Plugs Into a Burgeoning and
Profitable Ethnic Market” by R. Natale
Sexuality and Film
“Gays and Queers: From the Centering to the Decentering of
Homosexuality in American Film” by J. Dean (Blackboard)
Class and Film
“Diminishing Degrees of Separate: Class Mobility in Movies of
the Reagan-Bush Era” by C. Anderson (Blackboard) and
“Working-Class Hero: Michael Moore’s Authorial Voice and
Persona” by L. Spence (Blackboard)
Physical (Dis)Ability and
“Screening Stereotypes” by P. Longmore (Blackboard)
Difference and Film
AMERICAN TELEVISION AND CULTURAL DIFFERENCE
Class on American TV
“Class and gender as a laughing matter? The case of Roseanne”
by A. Senzani (Blackboard) and “Ralph, Fred, Archie, Homer,
and the King of Queens: Why Television Keeps Re-Creating the
Male Working-Class Buffoon” by R. Butsch (Blackboard)
SHORT ASSIGNMENT 2 DUE
Race, Ethnicity and Prime“African American Stereotypes in Reality Television” by T.
Time
Tyree (Blackboard) and “Missing in Action: ‘Framing’ Race on
Prime-Time Television” by Deo et al. (Blackboard) and “Don’t
Blink: Hispanics in Television Entertainment” by N.C.L.R.
Gender and Prime-Time
“Constructing Gender Stereotypes Through Social Roles in
Prime-Time Television” by Lauzen et al. (Blackboard)
Spring Break
Spring Break
Sexuality and Prime-Time
“Representing Gay Men on American Television” by K. Hart and
“Producing Cosmopolitan Sexual Citizens on The L Word” by K.
Burns & C. Davies
TEXT ANALYSIS 1 (FILM) DUE
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BTMM 3471: Media & Cultural Difference March 15
March 20
March 22
March 27
March 29
April 3
April 5
April 10
April 12
April 17
April 19
April 24
April 26
May 3
Physical (Dis)Ability meets
Prime-Time TV
“Disability, Gender, and Difference on The Sopranos” by K.
LeBesco (Blackboard) AND “’Glee’ wheelchair episode hits bump
with disabled” by Associated Press (Blackboard) AND
http://mediacommons.futureofthebook.org/imr/2010/04/09/proudmary-glee-s-very-special-sham-disability-pride-anthem
SHORT ASSIGNMENT 3 DUE
NEWS MEDIA AND CULTURAL DIFFERENCE
Race and the News
“When Worlds Collide: Navajos and the News Media” by M.
Haederle and “Covering the Invisible ‘Model Minority’” by W.
Wong and “Blacks, Whites in News Pictures” by J. Byrd and
“When Should You Quote Minority Sources?” by V. Basheda
Gender and the News
“Women Gain, Minorities Lose in TV News” by V. Stone and
“Outing Sexual Harassment of Women Journalists” by K.
Childers et al.
ADVERTISING AND CULTURAL DIFFERENCE
Advertising and Gender
“Imperfect Picture” by F. Warner and “The Beauty Myth and
Female Consumers” by D. Stephens et al. (Blackboard)
Niche Marketing and
“Cornering a Market” by H. Berkowitz and “The Role of Ethnic
“Multiculturalism”
Advertising Agencies” by G. Woods and “Multiculturalism in
the Marketplace” Unit 1 by W. O’Barr at
http://muse.jhu.edu/journals/asr/v007/7.4unit11.html#Evolution
Advertising, Latinas, and
“Latinas in the United States” Unit 4 by F. Aparicio and “More
African American Women
Than We Have Seemed: African American Women in
Advertising” Unit 5 by J. Chamber both at
http://muse.jhu.edu/journals/asr/v007/7.4unit11.html#Evolution
SHORT ASSIGNMENT 4 DUE
Advertising and Sex(uality) “Supersexualize Me!” by R. Gill (Blackboard) and “The
Evolution of the Gay Market” Unti 7 by J. Campbell at
http://muse.jhu.edu/journals/asr/v007/7.4unit11.html#Evolution
TEXT ANALYSIS 2 (TELEVISION SHOW) DUE
WORKING IN THE MEDIA
Women working in the
“We’re Gonna Make It After All” by L. Schwarzbaum and
media
“Radio: A Woman’s Place is On The Air” by J. Cramer
SHORT ASSIGNMENT 5 DUE
Working in Hollywood
“People of Color and Women Open Doors for Each Other in
when you’re “Other”
Hollywood” by C. Puig & G. Braxton and “Blacks in
Hollywood” by C. Coker (Blackboard) and “Hollywood and
Homophobia” by J. Campbell (Blackboard)
Working in news, print, and “Minoirty Newsroom Employment Shows Small Gain” by
radio
A.S.N.E. and “Changing the Face of the Magazine Industry” by
C. Brown and “Native Radio in the United States” by B. Smith &
J. Bringham
STUDENT TEXTUAL ANALYSES
Student presentations
Students present their textual analyses to the class
Student presentations
Students present their textual analyses to the class
Student presentations
Students present their textual analyses to the class
Final Exam from 10:30 am Exam
to 12:30 pm
Page 9
BTMM 3471: Media & Cultural Difference SHORT ASSIGNMENT DESCRIPTIONS
Short Assignment 1: American Film and the Bechdel Test for Women in Movies (Worth 10 points)
Due February 2
In this assignment you will select a popular American film and see if it passes the Bechdel Test for Women in
Movies. The Bechdel Test, sometimes called the Mo Movie Measure or Bechdel Rule is a simple test involving
the following three criteria: (1) the film has at least two women in it with names; (2) the two women talk to each
other in the film; (3) the two women talk to each other about something other than a man. The test was
popularized by Alison Bechdel's comic, Dykes to Watch Out For, in 1985. For a video introduction to the
Bechdel Test for Women in Movies refer to the following site: http://www.feministfrequency.com/2009/12/thebechdel-test-for-women-in-movies/
After you have conducted the Bechdel Test on your selected film, in one page, discuss why or why not the
movie passed. Did the genre of the film have anything to do with whether it passed the test? Is there any
relationship between passing the Bechdel Test and the intended audience for the film? Is there any relationship
between whether the film passed the test and the producers of the film? Be prepared to discuss your film and
your conclusions in class.
Short Assignment 2: Coding Class on American Television (Worth 10 points)
Due February 23
First, read “Some television, some topics, and some terminology” by J. Fiske and “Ralph, Fred, Archie, Homer,
and the King of Queens: Why Television Keeps Re-Creating the Male Working-Class Buffoon” by R. Butsch
(both on Blackboard). Then, watch this segment from The King of Queens episode “White Collar” on
YouTube: http://youtu.be/mc-bAHSOV_E
After you have watched this segment from The King of Queens, write up a one-page explanation of how class is
coded on the show. How do you know the socio-economic class of Kevin James’s character, Doug Heffernan?
In addition to Doug’s occupation, what else reveals his class? How does the show code the class of Doug’s
wife and father-in-law? What does the show suggest about class in America? Be prepared to discuss your
analysis in class.
Short Assignment 3: Assessing Glee’s “Wheelchair” Episode (Worth 10 points)
Due March 15
First read the report, “’Glee’ wheelchair episode hits bump with disabled” from the Associated Press (on
Blackboard). Then see David Kociemba’s critique of the episode, and specificially the “Proud Mary” sequence,
at: http://mediacommons.futureofthebook.org/imr/2010/04/09/proud-mary-glee-s-very-special-sham-disabilitypride-anthem
After you have read Kociemba’s critique and viewed the two videos he presents on the site, decide for yourself
if the “Proud Mary” scene was a positive representation for people in wheelchairs, or if, as Kociemba argues, it
was a missed opportunity by the creators of the series. In one page, write up your assessment of the scene.
What do you see as the politics of having able-bodied actors portray people with physical disabilities? Why do
you think the producers of Glee elected to cast a non-disabled actor in the role of Artie? Support your
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BTMM 3471: Media & Cultural Difference discussion with details from the Associated Press article. Be prepared to discuss your assessment of the episode
in class.
Short Assignment 4: Designing a “Multicultural” Commercial (Worth 10 points)
Due April 3
In this assignment, you’ve been contracted by an automobile manufacturer to design a “multicultural” television
advertisement for their new economy-class car. The new compact car gets the highest fuel economy in its class
and has a very affordable list price starting well under $20,000. The manufacture’s target markets for the car
are white, Latina, and African American women. However, they want one “racially inclusive” commercial that
will appeal to all of these markets.
Before you start designing your television commercial, read “Multiculturalism in the Marketplace” Unit 1 by
W. O’Barr, “Latinas in the United States” Unit 4 by F. Aparicio, and “More Than We Have Seemed: African
American Women in Advertising” Unit 5 by J. Chamber all at:
http://muse.jhu.edu/journals/asr/v007/7.4unit11.html#Evolution
After you have read these three presentations, incorporate their insights into your commercial. Write up a onepage description of your car commercial, explaining how it will appeal to white, Latina, and African American
women consumers. As the commercial designer, how will you avoid simply reproducing existing gender or
racial stereotypes? How will you ensure your commercial is sensitive to difference? Be prepared to discuss
your commercial in class.
Extra-credit opportunity: Producing a “Multicultural” Commercial (Worth up to 20 points)
Due April 3
This extra-credit opportunity must be done in conjunction with Short Assignment 4. For up to 20 points of
extra-credit, produce the “multicultural” car commercial described in Short Assignment 4. The commercial
must be between 90 seconds and 2 minutes in length and must incorporate insights from the required readings in
Short Assignment 4. The commercial must provide positive representations of white, Latina, and African
American women while being sensitive to difference and avoiding gender or racial stereotypes. The
commercial will be shown in class and the amount of extra-credit points it receives will be based on how well it
incorporates the understandings of difference covered in the class.
Short Assignment 5: Preparing for an interview with Mistress Carrie (Worth 10 points)
Due April 10
Mistress Carrie will be visiting our class via Skype. To ensure her visit is productive, read “Radio: A Woman’s
Place is On The Air” by J. Cramer in Facing Difference. Then visit Mistress Carrie’s web-page at WAAF:
http://www.waaf.com/pages/3581454.php
After you have read her biography and viewed her videos, prepare a series of questions you would like to ask
Mistress Carrie when she visits our class. The questions should be specific to Mistress Carrie and her career in
radio. The questions will be limited to one page. Be prepared to ask your interview questions to Mistress
Carrie in class. (For this assignment, your grade will depend on the specificity and quality of your questions.)
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