Citation

GLEE: Masculinity in the Sub-Basement

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

This study investigated the first season of the show GLEE. Framing of masculinity through male student interactions was researched. Research questions examined the context of these interactions and how they framed or emphasized/overlooked specific masculinities. Framing literature and Social Cognitive Theory were used to understand the results. Results followed Connell and Messerschmidt’s (2005) hegemonic, complicit, subordinate, and marginalized masculinity types. Themes were bullying, equating Glee club to gayness, and exerting hypermasculinity to reinforce hegemonic masculinity.

Most Common Document Word Stems:

glee (170), finn (165), masculin (140), puck (109), male (90), hegemon (89), kurt (75), bulli (68), club (64), student (48), gay (41), hypermasculin (39), sub (37), sub-bas (37), basement (37), school (37), charact (37), team (36), group (36), azimio (35), season (34),
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Association:
Name: Association for Education in Journalism and Mass Communication
URL:
http://www.aejmc.org


Citation:
URL: http://citation.allacademic.com/meta/p520230_index.html
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MLA Citation:

Safreno, Jennifer. "GLEE: Masculinity in the Sub-Basement" Paper presented at the annual meeting of the Association for Education in Journalism and Mass Communication, Renaissance Grand & Suites Hotel, St. Louis, MO, Aug 10, 2011 <Not Available>. 2014-11-25 <http://citation.allacademic.com/meta/p520230_index.html>

APA Citation:

Safreno, J. , 2011-08-10 "GLEE: Masculinity in the Sub-Basement" Paper presented at the annual meeting of the Association for Education in Journalism and Mass Communication, Renaissance Grand & Suites Hotel, St. Louis, MO Online <PDF>. 2014-11-25 from http://citation.allacademic.com/meta/p520230_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study investigated the first season of the show GLEE. Framing of masculinity through male student interactions was researched. Research questions examined the context of these interactions and how they framed or emphasized/overlooked specific masculinities. Framing literature and Social Cognitive Theory were used to understand the results. Results followed Connell and Messerschmidt’s (2005) hegemonic, complicit, subordinate, and marginalized masculinity types. Themes were bullying, equating Glee club to gayness, and exerting hypermasculinity to reinforce hegemonic masculinity.


Similar Titles:
Towards Quality Education for All in Ontario Schools. Why revision the schooling experience for students from marginalized language groups.

Body / masculine stratification in gay students' groups: Discussion from the concept of hegemonic masculinity and body capital

Taking Sides: How Do Urban and Suburban Schools Respond to the Bullying and Harassment of Vulnerable or Marginalized Students?


 
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