What Music Videos Teach At-Risk Adolescent Girls: Making a Case for Media Literacy Curriculum
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WHAT MUSIC VIDEOS TEACH AT-RISK ADOLESCENT GIRLS: MAKING A CASE FOR MEDIA LITERACY CURRICULUM By HELENA MARY ANGELL A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2005 Copyright 2005 by Helena Mary Angell ACKNOWLEDGMENTS I wish to thank my incredible and extensive family for their consistent support of my efforts through this educational process. I extend particular gratitude to my sister, Elizabeth Angell Marsh, and my nieces, Jessica Angell Marsh, Caitlin Earl, and Hannah Cardenas, for their courage and resilience. They have inspired me in many ways. Tribute must also be paid to Dr. Debbie Treise, who guided me through the process of writing a dissertation. Dr. Treise is a positive and motivating mentor who does not hesitate to roll up her sleeves and help students. She listens with her heart, a rare talent that should be nurtured by all who know her. My mother, Marianne Campbell, has been an inspiration, friend, and mentor all of my life. She and I have laughed and cried together for many years. This dissertation is, in part, a tribute to her leadership and the years she spent caring for so many young people. J. Michael Rutledge is my friend, lover, and confidant who has shared the joys and sorrows of my life these last few years. I am inspired by his artistry and unusual worldview. Michael’s interests and artistic background prompted me to look more closely at the development and use of social symbols in our mediated society. It would be remiss not to include my Angell ancestors who were educators and university presidents throughout the Northeast United States. My great-grandfather Angell opened the University of Michigan doors to women, one of the first university presidents to do so. He changed the system. I’m proud to follow those renegade footsteps. iii TABLE OF CONTENTS page ACKNOWLEDGMENTS ................................................ iii LIST OF TABLES...................................................... vi LIST OF FIGURES.................................................... vii ABSTRACT.......................................................... vii CHAPTER 1 INTRODUCTION ....................................................1 Background .........................................................2 Media Literacy.......................................................3 Defining an At-Risk Population .........................................5 Risk Factors ........................................................6 Philosophical Perspective ..............................................7 Scope and Timeline..................................................11 Significance of Study.................................................12 2 LITERATURE REVIEW .............................................15 The At-Risk Adolescent...............................................15 Music Video........................................................32 Media Literacy......................................................48 Symbolic Interaction .................................................75 Semiotics..........................................................85 Research Questions ..................................................99 3 METHODOLOGY .................................................100 Tenets of Qualitative Research ........................................100 Theoretical Perspectives .............................................105 Research Protocol ..................................................106 Participants........................................................108 Interviews.........................................................111 Data Collection Issues...............................................119 Pilot Study........................................................121 iv Methodological Assumptions and Weaknesses ...........................122 Analysis and Interpretation ...........................................123 4 FINDINGS........................................................127 Research Question 1: What Do At-risk Adolescent Girls Learn from Watching Music Videos?..................................................128 Research Question 2: What Are the Specific Nonverbal and Verbal Music Video Signs and Symbols Discussed by Participants? ...................146 Research Question 3: Does this Population Recognize a Need for Media Literacy Curriculum?.............................................151 5 DISCUSSION .....................................................157 Conclusions and Implications .........................................160 Limitations of the Study .............................................172 Suggestions for Future Research .......................................173 APPENDIX A POTENTIAL INTERVIEW QUESTIONS...............................174 Content of Music Videos.............................................174 “Value” Perceptions of Music Videos...................................174 Use of Music Videos................................................174 How Music Videos Present Information.................................174 Use of Music ......................................................175 B MEDIA DIARY....................................................177 C EXAMPLE OF INTERVIEW WITH PARTICIPANT “RED” ...............185 Video 1: Outkast ...................................................185 Video 2: Beyoncé ...................................................186 Video 3: Missy Elliott ...............................................188 D DESCRIPTIONS OF PARTICIPANTS .................................193 E SAMPLE PHOTOS OF PARTICIPANT BEDROOMS.....................197 F DESCRIPTIONS OF MUSIC VIDEOS .................................200 REFERENCES .......................................................203 BIOGRAPHICAL SKETCH.............................................217 v LIST OF TABLES Table page 3-1 Demographics of population .........................................114 vi LIST OF FIGURES Figure page B-1 Cover of 7-day media diary .........................................177 B-2 Day 1 media of diary..............................................178 B-3 Day 2 of media diary...............................................179 B-4 Day 3 of media diary...............................................180 B-5 Day 4 of media diary...............................................181 B-6 Day 5 of media diary...............................................182 B-7 Day 6 of media diary...............................................183 B-8 Day 7 of media diary...............................................184 E-1 Photo taken by Denise, age 13, of her bed. ..............................197 E-2 Denise’s bedroom wall.............................................197 E-3 Photo taken by Shadae, age 13, of her bed ..............................198 E-4 Shadae’s bedroom wall.............................................198 E-5 Photo taken by Diamond, age 12, of her bed ............................199 E-6 Diamond’s bedroom wall ...........................................199 vii ABSTRACT Abstract of Dissertation Presented to the Graduate School of the University of Florida in Partial fulfillment of the Requirements for the Degree of Doctor of Philosophy WHAT MUSIC VIDEOS TEACH AT-RISK ADOLESCENT GIRLS: MAKING A CASE FOR MEDIA LITERACY CURRICULUM By Helena Mary Angell May 2005 Chair: Debbie Treise Major Department: Journalism and Communications The purpose of this study was to explore the meanings that at-risk adolescent girls develop through viewing and listening to the verbal and nonverbal social signs and symbols in music videos. Relatively little research has been conducted about music videos despite two decades of concerns. Prior research that is available suggests that music videos have a primarily negative effect on young people. Concerns include the psychological impact on youth, where normative expectations may be developed about conflict resolution, race, and male-female relationships. The qualitative methods used in this dissertation were in-depth individual interviews, focus groups, participant observation, and collection of room photographs and media diaries. Interviews with 36 at-risk adolescent girls ages 11 to 18, and their media artifacts, provided insight into how this population uses music videos for information, entertainment, and education. viii Findings indicate that participants learn behaviors that are cultivated by the multi- sensory and affective impact of music videos. Participants supported the findings of prior research that observational and incidental social learning is taking place through using music videos. This study identified five themes through constant comparison of the data, which suggest that this population uses music videos as social text to form identity and understand youth culture signs and symbols. Uses and gratifications identified in this study include identify formation, mood enhancement, modeling prosocial behaviors, and language development. Significant symbols presented in music videos, such as slang and dance moves, are important symbolic short-cuts that help viewers interpret meanings. For this population, popular music videos are physiologically arousing and have psychosocial benefits. Participants indicated that some music videos are prosocial, providing information about healthy psychosocial behaviors, such as independence, problem-solving and spirituality. There is also evidence of the third-person effect, as participants believed