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The Meaning College Women Make from Their Television Viewing Experience : a Study Using In-Depth Interviewing

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The Meaning College Women Make from Their Television Viewing Experience : a Study Using In-Depth Interviewing University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1995 The meaning college women make from their television viewing experience : a study using in-depth interviewing. Karen P. Burke University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Burke, Karen P., "The meaning college women make from their television viewing experience : a study using in-depth interviewing." (1995). Doctoral Dissertations 1896 - February 2014. 5171. https://scholarworks.umass.edu/dissertations_1/5171 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE MEANING COLLEGE WOMEN MAKE FROM THEIR TELEVISION VIEWING EXPERIENCE: A STUDY USING IN-DEPTH INTERVIEWING A Dissertation Presented by KAREN P. BURKE Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOM3F EDUCATION February 1995 School of Education © Copyright by Karen P. Burke 1995 All Rights Reserved THE MEANING COLLEGE WOMEN MAKE FROM THEIR TELEVISION VIEWING EXPERIENCE: A STUDY USING IN-DEPTH INTERVIEWING A Dissertation Presented by KAREN P. BURKE Approved as to style and content by: Patrick Sullivan, Chair / Helen Schneider, Member — /[X William Venman, Member y W. Jackson, Dean ol of Education ACKNOWLEDGMENTS To my chairperson, Patrick Sullivan: for his commitment and intelligent contribution to my research and for his kind and encouraging words when I needed them most. To my committee member, Helen Schneider: for believing in me, for teaching me, for giving me direction, for helping me stay focused, for sharing her energy, for always being there and giving me her time and attention and for acting as my support system throughout my graduate work. To my committee member, William Venman: for securing my assistantships, for guiding my growth, for always being happy to see me, for supporting me, for sharing his sense of humor, and for being my friend throughout my journey. To my committee member, Kenneth Brown: for making a commitment to my research and for helping to see me through the process. To I. E. Seidman: for providing me with the methodology, for maintaining his commitment to hearing people's voices and for encouraging the same commitment in others. To Linda Guthery: for her administrative support and for her kind and thoughtful words. IV To Ellen LaFleche: for her craft, for her reliability, for her commitment to my research, for her encouraging and thought-provoking conversations, and for her messages left on my answering machine. To Linda: for transcribing my data, for dealing with my anxiety, and for helping me work through the research. To the women who participated in my study: for their time, for their encouragement, for their trust, and most of all, for allowing me to listen to their stories. I hope that I have reported their experiences fairly, accurately and with dignity. To Colleen and Tina: for their friendship and for making my life in Amherst a meaningful one. To Beatrice: for her encouraging letters and supportive material, for her long distant telephone conversations, for her unconditional support and for providing me with a place to sleep. To my colleagues: for believing in me, for encouraging me and supporting my project, for their relentless humor, and for always reminding me that there is life after the dissertation. v To my family and closest friends: for listening to me, for sharing my emotions, for cooking my meals, for caring for Lucia, for accepting my absence, for giving me unconditional love and support, for reminding me of my purpose, for sharing my accomplishments and disappointments, and most of all, for still being here at the end of my journey. To all of the people mentioned above: words can not adequately express my appreciation. To Helen in particular I owe a deep gratitude for her commitment to my work, for her warmth and support, and for serving as a mentor. To all who have asked: Yes, I am finished. vi ABSTRACT THE MEANING COLLEGE WOMEN MAKE FROM THEIR TELEVISION VIEWING EXPERIENCE: A STUDY USING IN-DEPTH INTERVIEWING FEBRUARY 1995 KAREN P. BURKE B.S., SOUTHERN CONNECTICUT STATE UNIVERSITY M.Ed., UNIVERSITY OF MASSACHUSETTS AMHERST Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Patrick J. Sullivan The purpose of this study was to clarify the meaning college women make from their television viewing experiences. The goals were to: (1) present a meaningful work; (2) contribute to the existing research on women and their subjective experiences with television viewing; (3) help bring women's voices into the center of educational and social science theory and research; (4) inspire other female researchers to examine women's experiences; and (5) encourage self-discovery and empowerment on the part of the participants and readers. Phenomenological in-depth interviewing and a demographic questionnaire were used to collect the data. Twelve female college students attending a state university participated in the study. Six participants were 18-23 years old and six participants were 30-45 years old. Vll This study was motivated by the often negative portrayals of women on television, the lack of women's voices in research, and the need for new research methods in relationship to women's experiences. The data show that the participants were angry that women are negatively portrayed on television. Television viewing was linked to the formation and maintenance of negative attitudes and beliefs, especially those related to gender issues and self esteem. Television viewing was positively linked to social learning in relation to television women who served as role models. Television viewing was positively associated with influencing and shaping expectations and beliefs about the world. Television viewing was linked to adopting a view that reflects the violence found on television and to overeating. The participants were critical of the television media and believed that television media focused on the sensational and negative, did not respect people's privacy, negatively affected legal cases and was too powerful in shaping public opinion. The older participants felt that they could control their viewing by shutting off the television, changing the channel, canceling cable subscriptions and encouraging other viewers to take an active stand against negative images. Television viewing increased learning when the participants identified with the television content. Television viewing displaced reading and study time and was linked to loss of creativity and imagination. Vlll TABLE OF CONTENTS Page ACKNOWLEDGMENTS . .... iv ABSTRACT ........ vii LIST OF TABLES ....... xv Chapter I. INTRODUCTION. 1 E. REVIEW OF THE LITERATURE .... 6 The Dearth of Research on Women in Communication . 6 How Much Television People Watch and Why . 9 Viewing Habits of Specific Populations . 11 How Women are Portrayed on Television ... 17 Portrayals of Minorities ..... 19 Portrayals of Women in Sports .... 21 Television News: Coverage of Women's Issues and the Portrayal of Female Journalists ... 22 The Consequences of the Portrayal of Women on Television 26 Social Learning: Attitudes and Beliefs ... 26 Social Learning: Emotions and Behaviors . 30 How Television Viewing Affects Cognitive Skills and Activities ....... 38 IX Chapter Summary ...... 40 ID. METHODOLOGY.46 The In-depth Phenomenological Interviewing Process . 46 The Rationale for the Phenomenological In-depth Interviewing Method ..... 49 Demographic Questionnaire ..... 54 Selection of the Participants ..... 57 Time Frame for Collecting the Data .... 58 Participant Drop-out Rate ..... 59 Protection for the Participants .... 60 Analysis of the Data ...... 61 Chapter Summary ...... 63 IV. REPORT OF THE DEMOGRAPHIC DATA AND PARTICIPANTS' INDIVIDUAL PROFILES . 65 Demographic Data ...... 65 Academic Status ...... 66 Family Relations ...... 66 Occupation and Estimated Annual Income . 68 Mother's Occupation and Educational Attainment . 68 Father's Occupation and Educational Attainment . 69 Parents' Estimated Annual Income ... 70 Growing Up: The Number of Household Televisions and VCRs ...... 72 Present Day: The Number of Household Televisions and VCRs ...... 73 Number of Television Hours Watched per Week . 75 Types of Television Programming Watched . 75 With Whom the Participants Watch Television . 77 Parents' Educational Attainment in Relation to the Amount of Television Hours the Participants Watched per Week ..... 77 Participants' Profiles ...... 80 Younger Participants ..... 80 x Amelia ....... 80 Beth ....... 81 Ellen.82 Frances ....... 83 Gabriella ....... 84 Kate ....... 84 Older Participants ...... 85 Diane ....... 85 Helen ....... 86 Irene ....... 87 Janet ....... 88 Linda ....... 89 Marie ....... 89 Chapter Summary ...... 90 V. REPORT OF THE DATA: THE PLACE OF TELEVISION IN COLLEGE WOMEN'S LIVES .... 94 Why the Participants Watch Television ... 94 To Learn and Be Informed .... 97 Form of Relaxation and Entertainment . 101 Form of Escape . 103 Source of Companionship . 106 Way to Socialize and Feel Connected to People . 109 Relief from Boredom . 112 Viewing Positive Portrayals of People . 114 Source of Comfort and Consistency
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