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The First Full TV Generation: a Grounded Theory Study of Persons Born from 1960 to 1976 Regarding Their Experiences with Parental Mediation of Television and Movies

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The First Full TV Generation: a Grounded Theory Study of Persons Born from 1960 to 1976 Regarding Their Experiences with Parental Mediation of Television and Movies University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-2005 The First Full TV Generation: A Grounded Theory Study of Persons Born from 1960 to 1976 Regarding Their Experiences with Parental Mediation of Television and Movies Bradley W. Bull University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Demography, Population, and Ecology Commons Recommended Citation Bull, Bradley W., "The First Full TV Generation: A Grounded Theory Study of Persons Born from 1960 to 1976 Regarding Their Experiences with Parental Mediation of Television and Movies. " PhD diss., University of Tennessee, 2005. https://trace.tennessee.edu/utk_graddiss/1870 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Bradley W. Bull entitled "The First Full TV Generation: A Grounded Theory Study of Persons Born from 1960 to 1976 Regarding Their Experiences with Parental Mediation of Television and Movies." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Human Ecology. Julia A Malia, Major Professor We have read this dissertation and recommend its acceptance: Priscilla Blanton, Mary Jane Moran, Ray Richardson, Deborah Tegano Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a dissertation written by Bradley W. Bull entitled “The First Full TV Generation: A Grounded Theory Study of Persons Born from 1960 to 1976 Regarding Their Experiences with Parental Mediation of Television and Movies.” I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, with a major in Human Ecology. Julia A Malia Major Professor We have read this dissertation and recommend its acceptance: Priscilla Blanton Mary Jane Moran Ray Richardson Deborah Tegano Accepted for the council: Anne Mayhew Vice Chancellor and Dean of Graduate Studies (Original signatures are on file with official student records.) The First Full TV Generation: A Grounded Theory Study of Persons Born from 1960 to 1976 Regarding Their Experiences with Parental Mediation of Television and Movies A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee Bradley W. Bull August 2005 Copyright © 2005 by Bradley W. Bull All rights reserved ii DEDICATION At age four, my paternal grandmother, Delma Watson Bull, saw her mother brutally murdered by her stepfather. Her own husband, Rufus Bull, died when she was just 35, leaving her widowed with 8 sons and pregnant with my father at the advent of World War II. With grace, dignity, strength, and only an 3rd grade education, she persevered through a life of near constant heartache, including two late-term miscarriages, a twice-broken neck, jilted love, skin cancer, and Parkinson’s disease. My maternal grandmother, Una Slemp Brown, dropped out of college to care for her ailing mother, returned to school decades later, and graduated summa cum laude. My mother, Barbara Sue Bull, when she was pregnant with me, in an age before copy machines, typed an entire article entitled “How to Raise a Genius.” It must have worked!☺ My father, Dr. Bernard Franklin Bull, worked his way up from poverty and provided me both roots and wings. To these strong and faithful women and this courageous man, I lovingly dedicate this manuscript. iii ACKNOWLEDGMENTS My committee members, Drs. Mary Jane Moran, Ray Richardson, and Deborah Tegano, guided me with personalized professionalism. Special thanks to Dr. Priscilla Blanton, another committee member, with whom I did most of my coursework and who, in her office one dark day in my life, boosted my confidence when she included me in the phrase “we therapists.” Special thanks also to Dr. Julia Malia, my committee chair, who not only patiently guided me through this endeavor but gave me the opportunity to spread my teaching wings as her teaching assistant. The Department of Child and Family Studies office staff, Barbara Bright, Constance Honorable, and Carole McDonald, have always been professional, helpful, and courteous. My fellow graduate assistants have made me laugh, given sound feedback, and usually paid for the drinks they took from the refrigerator in The Attic Dungeon. The twenty participants in this study gave me their time and their stories. Gayle Caughron, on the eve of my fearfully departing my job to go back to school, said, “Grab it and growl, young man. Grab it and growl.” (Grrr!) The congregations and staffs of Cumberland Baptist Church, First Baptist Church, Knoxville, and First Baptist Church, Oak Ridge, TN, supported our family both spiritually and materially. Dr. Christen Logue, my counselor at the University Student Counseling Center, helped assure that I graduated not only with a degree but also with an education-- emotionally, cognitively, behaviorally, relationally, and spiritually. My sister, Benita Claiborne, and my colleague, Mary Edmundson, provided fast and accurate transcription of my interviews; my sister, Bethany Bull, provided childcare many times while I was writing. Deepest thanks, love, and appreciation to: Dr. Bernard Franklin Bull, my father, for giving me a sketch of a hatching chick with the inscription: “The struggle brings strength; the easy way makes weak; God’s way makes beauty;” Barbara Sue Bull, my mother, for working beyond her desired retirement to help finance my education; Delyn Marie Bull, my daughter, and John-Clarke Leland Bull, my son, whose hugs, laughter, and love fill my heart with unspeakable joy; . iv . and infinite, affectionate praise to my wife, best friend, and muse, Connie Cruze Bull. She is my beloved and exclusive teammate in life, a gifted artist in music, a hard-working scholar in study, a compassionate servant of Christ, and a formidable Scrabble opponent in play. Her letters make a 7-letter, triple-word play in my life. In the hardscrabble life of graduate school—the last 3 years in particular—she has woven purple cloth and wisely purchased land. Her children rise up and call her blessed. People who know her call her amazing. I call her “every woman in the world.” Good morning. I believe in you. v ABSTRACT According to Gallup polls, the number of U.S. households owning televisions (TVs) went from 6% in 1949 to 90% in 1959 to 97% in 1966. Thus, persons born from 1960 to 1976 represent the first full TV generation in that they are the first members of society to grow up with television as a constant presence. The parents of this cohort vividly remember the advent of television and were themselves raised by parents who had no experience growing up with television. For the most part, the parents of those born since 1960 faced making decisions related to mediating television having had no experienced role models of their own. The question then arises: What did persons born after 1960 learn about dealing with television based on what their parents did and did not do in their own parenting? To the extent that feature films are aired on television, movie- viewing was included in this study as a phenomenological interest. The process by which parents engage their children’s media viewing habits is referred to as mediation. Media literacy scholars typically refer to three types of mediation: (a) active mediation in which parents talk with their children about TV, (b) restrictive mediation in which time viewing and access to particular content are limited, and (c) co-viewing in which parents merely passively view with their children. One aim of active mediation is to promote critical thinking skills. For the purpose of this study, critical thinking is defined as the ability to (a) weigh information for accuracy, (b) identify artistic quality, and (c) identify intent of a message and underlying motivations of its producer(s). Another aim of mediation is to promote prosocial moral agency, prosocial behavior being defined as that which promotes fairness and the emotional and physical well-being of the widest portion of global society, and moral agency being the vi cognitive process of determining values related to prosocial decisions and implementation of behaviors that are consistent or inconsistent with these values. This grounded theory study was conducted to understand the experiences of television and movie mediation within members of the first full TV generation both in terms of this cohort’s experience with television and movie mediation in their childhood experience and in terms of their mediation with their own children. The participants were chosen through a stratified convenience method. Out of immersion in the collected data, I developed a theory for explaining styles and methods of parental television and movie mediation that effectively promote children’s (a) critical analysis of the medium and its content and (b) moral agency. Participants in this study reported childhood experiences with all the types of mediation. One key observation from the study is that the way participants adapted mediation in their own parenting arose out of the interaction between their level of affection for their parents and their level of approval of their parents’ style of mediation. A major finding was that participants expressed being overwhelmed by the array of choices available in contemporary television and movies and that this variety has led to a loss of a sense of anticipation and of an event nature of family media viewing.
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