Matching Items (2)
Description
This dissertation examines the discursive construction of the trope of the ideal girl in popular American girls' series in the twentieth century. Girls' cultural artifacts, including girls' literature series, provide sites for understanding girls' experiences and exploring girlhood itself as a socially constructed identity, yet are often overlooked due to their presumed insignificance. Simple dismissal of these texts ignores the weight of their popularity and the processes through which they reach such status. This project challenges the derisive attitude towards girls' culture and begins with the assumption that these cultural texts do ideological work and therefore require consideration. The dissertation traces the development of the ideal and non-ideal girl over time, taking into account the cultural, political, and economic factors that facilitate the production of the discourses of girlhood. I include analysis of texts from six popular American girls' series as primary texts; visual elements or media productions related to the series; and supporting historical documents such as newspapers, "expert" texts, popular parents' and girls' magazines, film; and advertising. Methodological approach incorporates elements of literary criticism and discourse analysis, combining literary, historical, and cultural approaches to primary texts and supporting documents to trace the moments of production, resistance, and response in the figure of the ideal girl. Throughout the project, I pay particular attention to the intersections of race, class, gender, sexuality, and nationality in the figure of the ideal girl and her non-ideal counterparts. I argue that girls' series, slipping under the radar as a denigrated cultural medium, capture and perpetuate cultural anxieties around heterosexuality, whiteness and American identity, appropriate gender roles, and class mobility. These texts discipline the non-ideal girl toward the ideal, always with the expectation of failure.
ContributorsHarper, Kate (Author) / Scheiner Gillis, Georganne (Thesis advisor) / Anderson, Lisa (Committee member) / Switzer, Heather (Committee member) / Arizona State University (Publisher)
Created2013
Description
This thesis aimed to discover the risks of being a high achieving student, in secondary school contexts. With the growing concern for college admission, the high achieving student has become more prevalent within society. This paper sought to gain deeper understanding into the risks and implications of attempting to achieve excellence for high achievers. Interviews with three frontline personnel at two college preparatory schools and one International Baccalaureate degree program were conducted. It was found that in the studied geographic location, peer pressure and relations, parental pressure, perfectionism, extra-curricular activities, college admission, mental health implications, and coping mechanisms are themes that are highlighted through interviews with primary staff of high achieving students. Although personnel at each of these secondary schools were clearly aware of the stress experienced by their students, a disparity remained between how certain programs managed the stress and how it negatively impacted students. College preparatory faculties appear to be more involved and current on their students' stress. This study was limited and further research should be conducted in the future that expands on this concept in various sociogeographic locations.
ContributorsClaybaugh, Anna Katherine (Author) / Scheiner Gillis, Georganne (Thesis director) / Martin, Carol (Committee member) / Wells, Cornelia (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / W. P. Carey School of Business (Contributor) / Department of Psychology (Contributor)
Created2013-05