Asian Persuasion: Whether Asian culture (specifically anime) affects western people’s aesthetic views after adolescence.
by
Francisco De Jesus Jr. Spring 2014
A thesis submitted in partial fulfillment of the requirements for a baccalaureate degree in Communications in cursu honorum
Reviewed and approved by:
______Dr. Cynthia Walker Thesis Supervisor
Submitted to the Honors Program, Saint Peter's University
Submitted April 29, 2014 Abstract
Asian culture has had an impact on America in a number of areas, especially in entertainment. One of these better-known influences is anime, recognized for its artistic creativity. Previous research such as Chambers (2012) and Starka (2008) shows that anime has had an important impact on America, bringing several benefits such as artistic innovation and conventions that boosts economic growth. However, there is also a stigma to anime, criticized for content that influence viewers negatively than positively (Chambers, 2012). But how does anime really influence its audience and if so, how?
To find out, 161 respondents were asked to participate in two separate surveys, answering several questions on anime and its role in their lives. In addition, the surveys were distributed at two locations: Saint Peter’s University and New York Comic Con. Results from the first survey indicate that although 48% of respondents no longer watch anime, their aesthetic views and values were still influenced. The conclusion of the second survey study is similar, despite differences in the degree of influence anime had on respondents due to their other interests. In addition to this independent variable, several dependents were also verified, such as respondents learning right from wrong, associating themselves with certain characters from anime, and anime contributing to their artistic pursuits. Therefore, anime not only influenced respondents’ aesthetic views, but also affected some areas such as their careers and/or artistic pursuits.
Table Of Contents
1. Literature Review: Pg. 1
2. Research Question: Pg. 6
3. Research/Methodology I: Pg. 7
4. Research/Methodology II: Pg. 8
5. Results/Discussion: Survey 1 (Saint Peter’s University): Pg. 9
6. Results/Discussion: Survey 2 (New York Comic Con): Pg. 15
7. Conclusion: Pg. 22
8. Appendix I: Pg. 24
9. Appendix II: Pg. 26
10. Bibliography: Pg. 27
Figures and Charts
• Table 1 - Pg. 9
• Table 2 - Pg. 10
• Table 3 - Pg. 11
• Table 4 - Pg. 11
• Table 5 - Pg. 12
• Table 6 - Pg. 12
• Table 7 - Pg. 13
• Table 8 - Pg. 14
• Table 9 - Pg. 15
• Table 10 - Pg. 16
• Table 11 - Pg. 16
• Table 12 –Pg. 17
• Table 13 - Pg. 17
• Table 14 - Pg. 18
• Table 15 -Pg. 19
De Jesus 1
Literature Review
For most kids growing up in the U.S., coming home after school and watching television was a traditional past time. I was no exception. Among my favorite television programs, one that stood out was Toonami back in 1997. This program was a daily ritual for me, as I would always come straight home after school in order to watch it on time. What made this program so special was the showcasing of several unique cartoons that were visually different from the traditional norm I had seen. Little did I know, what I was seeing was a popular form of Japanese cartoons, otherwise referred to as “anime.”
Little by little, this genre influenced me. I would listen to Asian music throughout the day, purchase merchandise such as posters and manga, and attend various conventions, meeting other people who shared the same love for anime as I did. Before I knew it, anime had become part of my life, reaching the point where it influenced many important decisions. One decision comes in the form of visiting Japan during a semester abroad in Seoul, South Korea. Immersed literally in Asian culture, I met various people, garnered wonderful memories, and gained more experiences in those few days than I had in my entire life.
It was this moment that led to the development of both my thesis and the research that would help verify it. From anime, I learned various moral views: knowing right from wrong, good and evil, and how to be more the former under harsh situations. It was also instilled in me a love of Asian culture. If anime influenced me in such a way, would other people who watched it feel the same? Is there a connection between anime and its influence on one’s views? My research attempts to find that out.
Many will argue that if any country possesses a strong influence in popular culture, it would likely be the United States. For example, films and television series in the U.S. have been De Jesus 2 popular in other countries through promotion and online streaming. This is verified in a survey given to respondents living outside the U.S., with 90% agreeing that American media is transmitted and viewed in other countries (Osborn, 2006, p. 66). Furthermore, institutions abroad are making English, the common language of the U.S., a requirement for students to learn during their academic careers. I noticed this during my time studying abroad at Sogang
University, and observing how many students had to take English-language courses as part of their graduation requirements.
No doubt, America has had an impact on the world in many areas. However, just as the
U.S. can influence other countries, so, too, it can be the recipient. For example, Japan is an industrious nation, home to several companies that provide entertainment products that are popular in the U.S. These companies include areas in gaming such as Sony and Nintendo, as well as automobile manufacturers like Mitsubishi and Honda.
One of the more popular forms of media from Japan comes in the form of television programming. Remember watching the kids’ show Power Rangers? The show’s premise focuses on several teenagers with attitude, chosen to preserve goodness and protect the earth from the forces of evil. However, what many American fans may not realize is that the show did not originate in the U.S. Instead, the show was adapted from a popular Japanese franchise known as “Super Sentai” (Cirronella, 1996). While the series was modified for the U.S. audience, such as using American actors and an original story, its success is largely due to using b-roll footage containing action sequences from its Japanese counterpart.
Another important impact Asian culture has had on America pop-culture is film.
Donovan (2008) discusses several foreign films that have influenced Hollywood, which led to filmmakers attempting to incorporate their style in future works. In one instance, Donovan De Jesus 3
(2008) cites the 1954 Japanese film Seven Samurai by director Akira Kurosawa, considered one of the most influential filmmakers in cinema. Set in feudal Japan, the film revolves around a village that fights back against a group of marauding bandits who have been constantly raiding their home. To do so, the village hires seven ronins, or wandering samurais without a master, to combat against the bandits.
The film is one of Japan’s most popular and successful films to this day, as well as one of the most imitated, with many filmmakers creating several adaptations. One prominent example comes in the 1960 western film The Magnificent Seven (Donovan, 2008). The reason for this repetition was because of its comparison to western films such as The Good, the Bad, and The
Ugly (1966), which were quite popular around that time. Donovan (2008) notes this, stating how audiences can relate with the two genres due to common elements.
In truth, both the Americans and the Japanese use their cowboys and samurai as representations of morality, chivalry, and honor, essentially all the best in their respective societies. There are the heroes who represent a higher, transcendent morality. Both the samurai and the cowboy are men of action, skilled in combat and the killing arts, yet these abilities are governed by ironclad codes of personal conduct (p. 36).
It is important to recognize film, television, and other forms of media that has brought
Asian culture into the U.S. Nevertheless, if there were one that has appealed to young westerners, it would no doubt be anime. Originally referred to as “Japanimation,” these animated cartoons were made in Japan during the1980s or earlier, and are stylistically different from their American counterparts (Sullivan, 2005 p. 10). Anime is widely popular in Japan; numerous titles are produced every year by a number of studios possessing a strong sense artistic freedom (Gladden, 1997, p. 1). Furthermore, most anime series are derived from manga, a popular form of Japanese comics, which provides the basis for plot, character design, setting and more. De Jesus 4
The world of anime first took hold of American society during the 1950s, when shows such as Astro Boy, Gigantor and Speed Racer were first broadcast on U.S. television (“History of
Anime,” 2013). These early imports were initially met with criticism. In particular, they were criticized for having sloppy motion and lip movements, probably because the studios developing them were cutting corners due to low production costs (Straka, 2008). However, this stereotype changed following the release of the 1988 film Akira. Set in a futuristic and dystopian Japan, the plot follows two former friends, Tetsuo Shima and Shotaro Kaneda, in which the former attempts to stop the latter’s newly-found telepathic abilities from bringing about a world war. It became a cult classic, recognized for its high quality animation and artistic fluidity, showing that animation studios could, in fact, produce a seamless art form that was able to attract viewers (Starka, 2008).
Then, in the 1990s, anime enjoyed a golden age. Anime was broadcast on mainstream television during primetime hours, with programs such as Toonami and Kids’ WB airing a number of anime series such as Sailor Moon (1997), Gundam (1995), Yu-Gi-Oh (2000),
Pokemon (1997) and more. During this time, anime shows were English dubbed, where the original Japanese audio was removed and replaced using ADR (automated dialogue replacement) for American viewers. Companies such as Viz Media and Funimation distributed a number of animated series (“History of Anime,” 2013). Furthermore, while people used to get anime through video stores or television stations, the development of the Internet has led to the rise of online streaming before American licensing. This has created the practice of “fansubbing,” where one takes the original episode and provides subtitles for the preferred language of various countries (Chambers, 2012, p. 96).
Gladden (1997) says that anime and manga “has been able to adapt to many people of different races, genders and social economic groups over the years” (p. 6). Understanding this, De Jesus 5
American cable networks have incorporated traditional Japanese animation into several of their own original series. An example of this comes in the form of Nickelodeon’s original and popular series Avatar: The Last Airbender (2005). This series focuses on a young boy named
Aang, who must master the elements of earth, fire, wind and water in order to save the world from the hands of the evil Fire Lord Ozai For its adaption of Japanese animation and other
Asian influences (martial arts, religion, etc.), the show received critical acclaim, earning an eventual sequel in the form of The Legend of Korra (2012).
Anime has influenced traditional American animation in the form of creating original cartoons such as Avatar (2005). However, more than anything, it has created a popular fan base among American citizens, who have incorporated the genre into their daily lives. McKevitt
(2010) discusses the impact of anime consumption in American communities, which led to the inclusion of fan clubs and social communities at popular events such as Comic Con, Otakon, etc.
The impact of anime consumption on local U.S. communities began in 1977, when enthusiasts in Los Angeles established the first anime fan club. Over the next dozen years, emerging social communities at the local and national level used this foreign cultural product to reconfigure their “social geography,” that transnational or global level is, to reorient individual and group identities, according to new awareness of transnational or global interconnectedness. (McKevitt, p. 896).
While some would say anime has had a positive influence on people’s lives, others would see it as negative. In one case, Sullivan (2005) refers to the term “Otaku,” which refers to an individual highly involved in anime, even to the point of it being their one and only interest (p.
22). Another criticism, probably the strongest, is the type of content shown in certain genres of anime. Chambers (2012) found that anime, specifically those containing strong violence or sexual conduct (also referred to as “hentai”), could influence people negatively in the form of them mimicking the actions seen. There have been several cases in which this argument is convincing. One example is Tsutomu Miyazaki, notoriously referred to as “The Otaku De Jesus 6
Murderer.” Shunned by society at a young age, he would find solace in anime, specifically those containing pornography and violence. This apparently formed the basis of his decision to kidnap and murder several girls until his eventual capture and execution in 2008 (Olson, 2013).
Chambers’ study further examines the scope of anime on American viewers born in the
1980s and 90s, with the intention of finding out how much influence it had on viewers, and in what way. Using a convenience sample of 107 respondents, she concluded from the results that while some recognized anime as a form of art, others found a negative association to the medium due to it containing violence and sexual conduct (p. 100).
The various articles, studies, and personal experiences described in this literature review have shown how anime in the U.S. is viewed as both a positive and negative influence on
American society. On one hand, anime is a form of art that has benefitted culture. At the same time, there is the view that anime exposes viewers to content that can make him or her act negatively, even violently. While Chambers’ (2012) study may appear to answer some claims, the question remains of whether anime can actually influence one’s aesthetic views to begin with. The upcoming study attempts to answer this.
Research Question
The popularity of anime in America has led to the basis of this research question. Can
Asian culture (specifically anime) influence a westerner’s aesthetic views from adolescence into their current age? The research question attempts to determine if people exposed to anime gain certain values, such as learning about culture from the genre. Therefore, my hypothesis is that western people who watched anime during adolescence will have their aesthetic views influenced as they become older. De Jesus 7
To provide support for this hypothesis, two surveys were created and distributed. In addition to my independent variable, several dependents were also included in order to strengthen my initial hypothesis. These two surveys were distributed in two different locations, which would provide two diverse, but related, groups. In total, 161 respondents took part in this yearlong research project, with all being asked whether watching anime has had an important role in his or her life.
Research Design/ Methodology I
The first sample frame I used in this study employed a combination of purposive, quota, convenience and snowball sampling for wider distribution and results. The survey consisted of
20 Likert-scale questions (22 variables) (Appendix I). Respondents were anonymous, but were asked to provide age and ethnic background. Various questions asked respondents to include the kind of music they listened to, how aware they were of Asian culture, if they could recall any anime series, and what were their favorite television programs as children. In addition, respondents were also asked to rate how intensely they watched anime as children, if they continue watching it to this day, and if it has contributed to several areas in his or her life.
In October of 2013, surveys were first distributed to fellow students at Saint Peter’s
University. Ninety respondents successfully completed and returned the surveys. Of those participants, 44 (48.9%) were male, and 46 (51.1%) were female, offering an almost equal proportion in gender. Ages of respondents ranged from 17 to 34, with the mode (30%), being the age of 21. What was notable about this sample frame was that it consisted of various ethnic backgrounds (African, Asian, Hispanic, mixed races, etc.), which would provide a wider range of answers to their surveys. De Jesus 8
There were several difficulties during the data collecting process. First, students sometimes left answers blank. In one instance, one respondent drew a line between “Neutral” and “Agree” on one of the Likert variables, as if unsure of picking a proper response. In another case, respondents put more than one answer, forcing reconsideration in how to input the data.
This was resolved in the form of using a multiple response method, shown in the results section of this study. Follow-up interviews were conducted following the completion and collection of surveys, with respondents citing confusion in answering several variables.
Research Design/ Methodology II
The second sample frame uses the same nonprobability sampling and methods of distribution as the first. However, this survey was shortened to only 12 questions (14 variables) using the Likert-scale format (Appendix 2). This was done in order to reduce time when distributing to respondents, as people were constantly moving throughout the location in question. Similar to the first survey, respondents were offered anonymity, only being asked to provide age and ethnic background. Similar to the first survey study, the respondents in this group came from various ethnic backgrounds. That said, the biggest difference between the two is that the second was in a setting where people were more open to anime and other forms of fantasy (comic books, movies, video games, etc.). Also, while several questions were removed from the survey, certain questions, such as whether respondents knew any anime series, if they watched it as children and continued to, remain.
In October of 2013, surveys were distributed to attendants at the annual New York Comic
Con event at the Javits Convention Center in New York City. This year’s Comic Con drew over
130,000 people during its four-day period, more than 14,000 from last year’s total of 116,000
(Melrose, 2013). As such, this largely concentrated group could provide answers to my surveys. De Jesus 9
In all, a total of 71 respondents participated. Of those, 43 (60.6%) were male, and 28 (39.4%) were female, showing a larger difference in gender than with the first sample. Ages of respondents ranged from 13 to 49, a larger range in age, with the most being at the age of 19
(12.7%).
Similar to the first survey, there were several difficulties during the data collecting process. People answered several variables occasionally, leaving some answers blank. Also, respondents put more than one answer, leading to inputting through the multiple response method as in the first sample.
Results/Discussion: Survey 1 (Saint Peter’s University)
To find initial interest in anime, one of the first questions I asked respondents was which country he or she would want to visit if they had the opportunity. Below, the pie chart indicates the various countries respondents would prefer to visit. Among the various answers, 21 respondents (23.3%) wrote the desire to visit Japan, specifically areas such as Tokyo. This was followed by 15 respondents (16.7%) wanting to go to Italy, and nine (10%) preferring France.
This indicates that there was initial interest in Asian culture, as the majority of people wanted to visit the country of that specific ethnic origin.
Table 1: The various countries respondents claimed they would want to travel to.
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The next question highlighted whether respondents were aware of Asian culture, recognizing it in several mediums such as television series, video games, etc. Respondents were given five choices: Not Strongly Aware, Not Aware, Neutral, Aware, and Strongly Aware. 22 respondents (24.4%) responded that were strongly aware, while 25 of them (27.8%) were aware.
11 said (12.2%) chose that they were not strongly aware, wheile 13 (14.4)% were just not aware.
Overall, half of respondents (52.2%) showed that they were aware of Asian culture.
Table 2: People choosing whether they were Strongly or Not Strongly Aware of Asian Culture.
Next, respondents were asked if they recognized several anime or television series. The series selected were among the most popular in Japan, which had succesfully crossed over into
American culture with equal popularity. These series ranged from seven options: Dragonball Z,
Gundam, Sailor Moon, Pokemon, Naruto, Yu-Gi-Oh, and Power Rangers. In this case, because respondents were able to choose any number of shows, the data was entered as several responses
(“I have not watched any shows,” 1-2 shows, 3-4 shows 5-6 shows, and “I have watched all shows”). Results indicate that 23 respondents (25.6%) answered 1-2 shows, 26 (28.9%) for 3-4,
17 (18.9%) for 5-6, and 22 (22.4%) had watched all the shows. Only two responents (2.2%) stated that they did not watched any of the shows listed. Overall, almost all participants (95.8%) had watched at least 1-2 of the anime series listed.
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Table 3: The number of shows respondents claimed to have been familiar with.
The next table shows which television series or programming respondents watched the most during his or her childhood. The respondents had several answers, focusing on programs such as Toonami and Kids’ WB. This is noted as being one of several variables, leading to the use of the multiple response method to avoid dropping any surveys. Forty-four respondents
(33.8%) answered Nickelodeon as their favorite childhood programming, followed by 30
(23.1%) choosing Cartoon Network, and 27 (20.8%) selecting Toonami. It should be noted that
Toonami was a program offered by Cartoon Network, separated so respondents could have the option of choosing either the American-based network or the one focusing on series from Japan.
Nonetheless, it indicates that respondents were more interested in American programming during their childhood than the Japanese counterparts.
Table 4: Results showing respondents’ favorite T.V. programming as a child.
The next question focused on which form of media respondents learned about Asian culture from, whether through anime or some other medium. Thirty-three respondents (28.2%) De Jesus 12 said that they had learned about Asian culture primarily from anime, followed by 21 people
(17.9%) preferring film, and 20 (17.1%) for other. As such, the table below shows that people that people did learn the most about Asian culture from anime. This correlates with the results in table 3, showing that most participants have watched at least 1-2 anime series.
Table 5: The different forms of media respondnets learned about Asian Culture from.
Respondents were then asked to answer several statements, starting with how much anime influenced them as both children and adults. First, respondents were asked how strongly they related to the statement, “I watched a lot of anime as a kid.” Results showed that 45 respondents (50%) strongly agreed and/or agreed, while 33 (36.7%) strongly disagreed and/or disagreed. This shows initial promise, as over half of the respondents did watch anime as children.
Table 6: Chart that indicates the number of respondents who watched anime as children.
I watched a lot of anime as a kid Frequency Percent Valid Percent Cumulative Percent Strongly Disagree 15 16.7 16.7 16.7 Disagree 18 20.0 20.0 36.7 Neutral 12 13.3 13.3 50.0 Valid Agree 22 24.4 24.4 74.4 Strongly Agree 23 25.6 25.6 100.0 Total 90 100.0 100.0
Second, respondents were asked how strongly they related to the statement “To this day, I still watch anime.” Forty-three respondents (47.8%) strongly disagreed and/or disagreed, meaning that they were no longer interested in anime or Asian culture. On the other hand, 34 De Jesus 13 respondents (37.8%), both strongly agreed and/or agreed that they still watch anime to this day.
This shows that most respondents no longer watch anime, yielding to the conclusion that those who watched it as children were not as strongly influenced by the medium.
Table 7: Results showing a higher percentage of respondents no longer interested in anime.
Judging from the information gathered, most respondents who completed the survey did learn about Asian culture through anime, as well as having watched it when they were children.
However, most no longer do, suggesting that other genres and media also influenced their aesthetic views.
In order to find out whether there is an actual connection, correlations were made between several variables, which were computed by SPSS Statistical software. The data and results was collected are indicated through the Pearson Correlation (indicated by p), which shows whether certain variables had either had low, moderate or strong relationships with one another.
For instance, there is a strong correlation between those who watched anime as children and those who continue to do so. Through the Pearson Correlation, this is indicated in the form of p
< .000, r = .81. This signifies that there is an above average connection between the two variables, and shows that those who watch anime as kids will likely to do so into adulthood.
From this initial find, several other variables were also proven to have moderate to strong connections with one another. For example, there is a strong correlation between those who continue to watch anime and “learning about life from it” (p < .000, r = .73), learning about De Jesus 14
Asian culture when watching it as a child (p < .000, r = .71), still watching anime and owning merchandise (p < .000, r = .59), identifying the medium with characters from anime series (p <
.000, r = .77) and attributes it to his or her artistic pursuits (p < .000, r = .69). The results shown conclude that while most respondents are no longer watching anime, some remain dedicated fans even today.
Table 8: A correlation chart, with several variables highlighted to show moderate to strong correlations with one another.
**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed).
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Results/Discussion: Survey 2 (New York Comic Con)
Similar to the first survey, I asked respondents which country he or she would want to travel. Among the answers given, 30 respondents (42.3%) chose Japan, specifically Tokyo, as with the first survey. However, this was a much wider margin than in the first survey of 21 respondents (23.3%) that also chose Japan. For the rest of the results, respondents scarcely responded to other counties, such as one to two of them wanting to visit places such as such as
China (1.4%) and Germany (4.2%). In fact, the second highest percentage of respondents following Japan was only five. (7%), and they preferred to not go anywhere at all. This concluded that was an even stronger interest in Asian culture than the first, something to be expected from the amount of visitors at Comic Con.
Table 9: More than 40% of respondents preferred Japan to any other country.
The next variable highlights the question that required the mutiple response method, asking what form of media respondents learned the most about Asian culture from. According to the survey below, 48 respondents (33.1.%) learned about it from anime, followed by 30 (20.7%) with manga, and 20 (13.8%) for film. In the multiple response method of the first survey, 33 De Jesus 16 respondents (28.2%) learned about Asian culture through anime, showing a larger difference when compared to the second survey. From this, we can deduce that respondents did learn about
Asian culture through anime more than any other medium.
Table 10: More than 30% of respondents selected anime as their primary source of learning about Asian culture.
Similar to the first survey, respondents were also asked to recognize several series popular in Japan that crossed over to American viewing. Results show that 19 respondents
(26.8%) have seen 5-6 shows, 18 (25.4%) for 3-4 and all shows respectively, and 15 (21.1%) for
1-2 shows. Only one respondent (1.4%) stated that he or she did not watch any of the shows lited. As such, almost all participants (98.7%) have watched at least between 1-2 to all anime series offered, slightly larger than the 95.8% found in the first survey.
Table 11: Second set of respondents was more familiar with shows than in the first group.
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From these initial questions, respondents were then offered several Likert statements in investigating the influence of anime. Based the results below, 44 respondents (62%) strongly agreed and/or agreed with the statement, while 16 (22.6%) strongly disagreed and/or disagreed with the statement. From this, we can deduce, similar to the first survey, that half of the respondents did watch anime as children.
Table 12: This group shows that they watched anime as a kid a lot more than in the second survey.
Then, respondents were asked whether they have continued watching anime at their current age. Fifty-three respondents (74.7%), more than half, strongly agreed and/or agreed, while only 12 (16.9%) strongly disagreed and/or disagreed. From this gap, we see an opposite effect than in the first survey; anime still has a strong hold on those who have continued watching as children.
Table 13: Roughly 75% of respondents are still interested in anime, 30% more than in the first survey (37.8%).
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To find out how much influence anime has had in affecting respondents’ lives, they were asked whether watching anime taught them lessons about life, such as learning right from wrong, that resulted in a contribution to their growth. The results show that 28 respondents (39.4%) strongly agreed and/or agreed, while 20 (28.2%) disagreed and/or strongly disagreed. In addition, 23 respondents (32.4%) chose that they were neutral, meaning that while they did not necessarily agree, they did not deny it as a possibility either. Nonetheless, the results show that a slighter margin of respondents believe anime had a large role in their upbringing.
Table 14: A higher percentage showing respondents learning about life through anime.
Most results of the second survey were similar to what was found in the first survey.
However, we also see that, unlike those at Saint Peter’s, respondents at Comic Con not only continue watching anime, but also thought that it contributed to their cultural education, making them who they are today because of it.
Based on the data collected from the second survey, a set of correlations was made to show the intensity of the relationship between those who watched anime as children and at their current age. Indicated through the Pearson Correlation, this shows in the form of p < .000, r =
.52. However, this relationship is much lower than the one found in the first survey (p < .000, r
= .81), despite showing that there is a relationship nonetheless. Additionally, several other variables were also shown to have moderate to strong correlations with each other. These results De Jesus 19
include moderate correlations with those who watched anime and learning about life (p < .000,
r= .49), which is also lower than in the first correlation (p < .000, r = .73). Another is how
respondents identify themselves with characters from anime and learning life values from it (p <
.000, r = .74), which is only a slight difference compared to the first survey (p < .000, r = .77).
Table 15: The second Correlation chart, showing several less connections than the first
**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed).
Based on the two surveys, followed by subsequent analysis, the results verify this paper’s
initial hypothesis. In this case, people who watched anime during adolescence believe it had an
influence on his or her aesthetic views when they are older. However, there were several
surprises that appeared during the verification process. First, respondents in the first survey
claim that they no longer watch anime at their current age. This gave the initial assumption that
anime did not play a part of one’s aesthetic views. However, correlations suggest otherwise,
finding that anime did play a contributing role in the respondents’ life when they were younger. De Jesus 20
Another surprise was the verification of relationships among several dependent variables.
These variables include people who watched anime and owning merchandise, identifying with the characters from various anime, and attributing anime to their artistic talents. According to
Gladden, he suggests such a reason is the connection between anime and people, specifically college students, as it reminds them of their lives, problems, needs and desires (p. 6).
In the second survey analysis, I found my results to be similar to those of the first survey.
However, many of the correlations in the second survey were not as strong as in the first. The best example comes in the form of watching anime at the respondents’ current age; the first survey (p < .000, r = .81) shows a much stronger correlation than in the second (p < .000, r =
.52), despite the fact that the latter group (53 respondents, 74.7%) watched anime at their current age more than the former (34 respondents, 37.8%). In addition, relationships between several other variables, when compared, were also much weaker than what was found in the first. Why is that? The best answer is the fact that many of the respondents at Saint Peter’s were of a much younger age group range than at Comic Con, which included older respondents. In addition, respondents at Saint Peter’s were more interested in anime, whereas those at Comic Con were focused on several other forms of entertainment (movies, video games, comics, etc.) as well.
These different interests resulted in a weaker correlation results in the second survey than in the first.
Of course, these results also bring out come several issues and errors found. Chamber’s
(2012) research resulted in respondents finding a negative association with anime, with respondents associating it as ‘weird’ and ‘violent’ (p. 99). However, my study focused on whether people exposed to anime as children influenced their aesthetic views as adults. It did not focus on whether that influence is either a positive or negative. Therefore, future research De Jesus 21 can consider whether anime was either a positive or negative experience for respondents who watched it.
Second, the targeted population for my research came from two places: Saint Peter’s
University and New York Comic Con. While these two groups helped support my research question, there were several issues in these two samples. First, the targeted respondents at St.
Peter’s were either personal friends or acquaintances, creating a potential bias in the data collecting process. As a result, future research can consider respondents of a different environments altogether, with no relevant relation whatsoever. For Comic Con, aside from handing several surveys to people I knew, I also deduced that most people at the event were most likely interested in anime to begin with. This anticipated notion can also be considered a form of bias. Therefore, future research can consider respondents with no obvious relation, nor indication of having an interest in anime in certain forms (cosplaying, merchandise, etc.).
Finally, there was little emphasis on the ethnic backgrounds of respondents in both surveys, despite respondents being required to define their racial profile. However, one reason for respondents being influenced by anime may be that it is a part of their culture, such as U.S. citizens of Asian background. Therefore, future research can consider more emphasis on the specific race of respondents, and find out whether there is a connection between the former, anime, and its influence on the individual and/or group.
Overall, 161 respondents took part in this yearlong research project. The results in the first survey shows that while most people no longer watch anime, they did have their views influenced in some way. This is furthered indicated in the second survey, where the majority of people continued watching anime, albeit for less time due to their other interests. In addition to these independent variables, relationships with several dependents were also supported, such as De Jesus 22 people relating to anime characters, or attributing it to his or her artistic pursuits. This shows that anime has not only affected the lives of the respondents, but has also played an important role in their upbringing, influencing their choices to bring them to individuals they are today.
Conclusion
A boy has the right to dream. There are endless possibilities stretched out before him. What awaits him down the path, he will then have to choose. Children leave their homes in search of this quest. As they search, they are always asking questions. What’s out there? What’s waiting for them? Believe in yourself, and create your own destiny. Don’t fear failure. (Broken Promises)
The above quote comes from Toonami, the television program that showcase various anime I watched as a child. These instances were the reason why I watched anime, learning the many values I hold dear today, and have helped make me the person I am because of it. While I have always been proud of my Puerto Rican heritage, I never felt as connected to it as I did with
Japanese, Korean, or some other Asian ethnicity. However, no matter my ethnic background, I can honestly say that I would not be who I am today were it not for anime to begin with. If this is the case for me, then surely it is for other people. The research and studies done in this thesis are a testament to this belief, and shows that anime has played a vital role in the lives of those who have welcomed it.
Asian culture has had an important impact on the world in the form of technology, entertainment, technology and more. Among them, without a doubt, is anime, as it is a unique art form that captures the imagination of those who view it. From the early beginnings of Astro
Boy and Gigantor, to more recognized series like Naruto and Dragon Ball Z, these anime series are recognized for their unique plot and characters that many fans feel they can relate to.
Previous research, such as Chambers (2012) and Starka (2008), suggests that anime has had a considerable impact on America culture and entertainment, yet it has also been scrutinized as De Jesus 23 being a potential negative influence. However, the big question then is whether anime has reached the point where it affects the lives of people in the first place.
While the research conducted supports my initial hypothesis, several things can be done in to improve and expand on it. How much anime do people actually watch? Do viewers learn positive and/or negative values from anime? Do they lose a sense of reality by relating more to anime than with the real world? When one question is answered, several others branch out as a result. Should this work be continued, one can look at applying the various methods used here in future studies. In addition, one can consider employing other methods, such as different locations than the initial two I decided, or attempt to find different variables than the ones that I considered. More than anything, future research can attempt to look at how strong a hold anime has on American society. From this, one can find out why anime can be misinterpreted, even rejected. At the same time, one can also attempt to find mannerisms and concepts that allow anime to bridge cultural divides, showing that the medium is not so different as people might actually perceive it to be (Starka, 2008).
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Appendix I
SPU
Survey Questionnaire
1A. Gender: Male or Female
1B. How old are you? ______
1C. Ethnic background: A. White B. Black C. Hispanic D. Asian E. Pacific Islander F. Other
2. What is your favorite hobby? ______
3. If you could travel anywhere in the world, where would you go? ______
4. What is your favorite genre of music? A. Hip Hop B. RnB C. J-Pop D. K-Pop E. Other
5. Which form of media do you enjoy most? A. Television B. Video Games C. Books D. Movies E. Other
6. How aware are you of Asian culture (Anime, Manga, Dramas, etc.)? 1. Not Strongly Aware 2. Not Aware 3. Neutral 4. Aware 5. Strongly Aware
7. I have watched the following shows: A. Pokémon B. Yu-Gi-Oh C. Naruto D. Dragon Ball Z E. Gundam F. Sailor Moon G. Power Rangers
8. What was your favorite television program as a kid? A. Cartoon Network B. Toonami C. Fox Kids D. Kids’ WB E. Nickelodeon F. None of the Above
9. I learned the most about Asian culture from: A. Anime B. Manga C. Books D. Films E. Food F. Other
10. I watched a lot of anime as a kid. 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
11. To this day, I still watch anime. 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
12. I own merchandise that comes from Asia (Anime, video games, food, etc.) 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
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13. I am accepting of other cultures 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
14. I identify with characters from anime or other Asian culture. 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
15. I learned about life from watching anime. 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
16 I have seen Asian culture become incorporated in American films, cartoons, and other media. 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
17. What is currently your favorite television or animated series? ______
18. I share my interest in Asian culture with my friends. 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
19. I share my interest in Asian culture with members of my family. 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
20. I am more artistic because of anime. 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
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Appendix II CC
Survey Questionnaire
1A. Gender: Male or Female
1B. How old are you? ______
1C. Ethnic background: A. White B. Black C. Hispanic D. Asian E. Pacific Islander F. Other
2. If you could travel anywhere in the world, where would you go? ______
3. I have watched the following shows: A. Pokémon B. Yu-Gi-Oh C. Naruto D. Dragon Ball Z E. Gundam F. Sailor Moon G. Power Rangers
4. I learned the most about Asian culture from: A. Anime B. Manga C. Books C. Films D. Food E. Other
5. I watched a lot of anime as a kid. 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
6. To this day, I still watch anime. 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
7. I identify with characters from anime or other Asian culture. 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
8. I learned about life from watching anime. 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
9 I have seen Asian culture become incorporated in American films, cartoons, and other media. 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
10. What is currently your favorite television or animated series? ______
11. I share my interest in Asian culture with my friends. 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
12. I share my interest in Asian culture with members of my family. 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
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