The primary perspective from which people are depicted in media today is shaped by the male gaze. The male gaze is comprised of patriarchal ideals and relies on the understanding that the spectator or viewer is a standard human being, which heteronormativity tells us is a man. From this perspective, the scope of visual representations of men and women in media has been molded after the hierarchized gender displays within which masculinity has primacy over femininity. By presenting a limited spectrum of behavior acceptable for men and women, the media hegemonically manipulates the social constructs of gender and gendered behavior across all levels of society.
This honors thesis applies semiotic and feminist methodologies to engage visual forms of media through art, film, and social media to challenge the social constructs of gender perpetuated and reinforced by dated stereotypes of gender and gendered behavior. First, the theoretical foundation will provide a framework for semiotic and feminist analysis of visual representations of gender in media. Then, I will present data representing the real-world impact that this social construction of gender has on adolescents in America using The State of Gender Equality for U.S. Adolescents, published by Plan International Inc. I will then bring together the explicated methodologies and evidential data alongside my own experiences as a female consumer of visual media to reveal alternative practices of looking that do not revolve around patriarchal norms, looking for a female gaze. In doing so, I hope to present recourse in the face of persistent use of sexist imagery across all levels of our culture and every medium of visual self-expression by providing tools that can be used to interrogate gendered perceptions and inform self-examination in pursuit of a feminist practice of looking.
With a prison population that has grown to 1.4 million, an imprisonment rate of 419 per 100,000 U.S. residents, and a recidivism rate of 52.2% for males and 36.4% for females, the United States is facing a crisis. Currently, no sufficient measures have been taken by the United States to reduce recidivism. Attempts have been made, but they ultimately failed. Recently, however, there has been an increase in experimentation with the concept of teaching inmates basic computer skills to reduce recidivism. As labor becomes increasingly digitized, it becomes more difficult for inmates who spent a certain period away from technology to adapt and find employment. At the bare minimum, anybody entering the workforce must know how to use a computer and other technological appliances, even in the lowest-paid positions. By incorporating basic computer skills and coding educational programs within prisons, this issue can be addressed, since inmates would be better equipped to take on a more technologically advanced labor market.<br/>Additionally, thoroughly preparing inmates for employment is a necessity because it has been proven to reduce recidivism. Prisons typically have some work programs; however, these programs are typically outdated and prepare inmates for fields that may represent a difficult employment market moving forward. On the other hand, preparing inmates for tech-related fields of work is proving to be successful in the early stages of experimentation. A reason for this success is the growing demand. According to the U.S. Bureau of Labor Statistics, employment in computer and information technology occupations is projected to grow 11 percent between 2019 and 2029. This is noteworthy considering the national average for growth of all other jobs is only 4 percent. It also warrants the exploration of educating coders because software developers, in particular, have an expected growth rate of 22 percent between 2019 and 2029. <br/>Despite the security risks of giving inmates access to computers, the implementation of basic computer skills and coding in prisons should be explored further. Programs that give inmates access to a computing education already exist. The only issue with these programs is their scarcity. However, this is to no fault of their own, considering the complex nature and costs of running such a program. Accordingly, this leaves the opportunity for public universities to get involved. Public universities serve as perfect hosts because they are fully capable of leveraging the resources already available to them. Arizona State University, in particular, is a more than ideal candidate to spearhead such a program and serve as a model for other public universities to follow. Arizona State University (ASU) is already educating inmates in local Arizona prisons on subjects such as math and English through their PEP (Prison Education Programming) program.<br/>This thesis will focus on Arizona specifically and why this would benefit the state. It will also explain why Arizona State University is the perfect candidate to spearhead this kind of program. Additionally, it will also discuss why recidivism is detrimental and the reasons why formerly incarcerated individuals re-offend. Furthermore, it will also explore the current measures being taken in Arizona and their limitations. Finally, it will provide evidence for why programs like these tend to succeed and serve as a proposal to Arizona State University to create its own program using the provided framework in this thesis.
Appearance-related peer victimization has been shown to have strong social, health, and economic consequences on victims. Low body satisfaction has also been associated with higher appearance-related peer victimization prevalence. Preadolescent children are particularly vulnerable to the exposure and effects of appearance-related peer victimization. Research shows gender minorities have been particularly at risk for peer victimization. More studies are needed to adequately capture the appearance-related peer victimization experiences of gender minorities within this vulnerable age group. The current study aimed to explore the prevalence rate of appearance-related peer victimization and associated variables across gender certain and uncertain preadolescents residing in the United States. 5354 children between the ages of 8 and 13 participated in this cross-sectional study. Gender groups were categorized as certain (children reported identifying as boy or girl) and uncertain (children reported being unsure of their gender or other). The sample was racially and ethnically diverse. A two-tailed independent samples t-test was performed for each variable to examine mean differences across gender certain and uncertain groups. Key findings revealed significant mean differences in appearance-related peer victimization [t(139) = 3.21, p < .001, d =.36], body satisfaction [t(211) = 6.32, p <.001, d = .55], body esteem [ t(5352) = 10.77, p = <.001, d = .71], and self-esteem [t(231) = 9.25, p = <.001, d = .73] such that gender uncertain children reported higher mean levels of appearance-related peer victimization; gender uncertain children also reported lower levels of body satisfaction, body esteem, and self-esteem. A correlational analysis indicated that as peer victimization frequency increased all children reported lower body satisfaction, body esteem, and general self-esteem. Body satisfaction and general self-esteem were more strongly positively correlated among gender uncertain children versus gender certain children. However, gender certain children reported stronger positive associations between body esteem and general self-esteem in comparison with gender uncertain children. Gender uncertain children report higher rates of appearance-related peer victimization and lower body satisfaction. Additional studies are needed to replicate and expand research on the appearance-related peer victimization experiences of preadolescent gender minority children and the related effects to body satisfaction.
Echoing the American Transcendentalist Henry David Thoreau, I wish to live deliberately, to discover what truly matters to me, to listen to the world around me and further my enlightenment, and when I come face to face with death, feel content with how and why I lived. This thesis aims to dissect the internal disconnect we have with our purpose and fulfillment, analyze the pieces, ask questions, and then relate it back to the societal disconnect seen in the world. To live deliberately, what we say, think, and do, all reflect our good intentions and morals; we live how we desire, and not merely how others wish us to. In order to discover what truly matters, to separate our contentment and satisfaction in life from our material possessions, our money, and our power, we need to focus on what truly fulfills us. In order to listen to the world around us, come with an open mind and listen to those different from us, we need to make room for diversity and respect that we all have a right to be treated with dignity and respect. To further our enlightenment, it is important to seek to educate ourselves, find the truth, and expand our minds; enlightenment is an individual journey that the further we go on it the more connected and content we become. Finally, wishing to face death accepting of it rather than regretting and fearing our end; we want to die knowing that how we lived and why we did the things we did were for a content life.