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BK
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Briana Kendall-Carpenter
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Updated May 14, 2021
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Chapters
00:00
Chapter 1
00:32
Chapter 2
00:58
Chapter 3
01:09
Chapter 4
01:11
Chapter 5
01:13
Chapter 6
01:44
Chapter 7
02:08
Chapter 8
02:09
Chapter 9
02:30
Chapter 10
02:32
Chapter 11
03:05
Chapter 12
03:07
Chapter 13
04:03
Chapter 14
04:05
Chapter 15
04:07
Chapter 16
04:12
Chapter 17
04:25
Chapter 18
04:26
Chapter 19
04:40
Chapter 20
04:42
Chapter 21
05:04
Chapter 22
05:06
Chapter 23
05:08
Chapter 24
05:10
Chapter 25
05:28
Chapter 26
05:35
Chapter 27
05:46
Chapter 28
05:48
Chapter 29
06:17
Chapter 30
06:18
Chapter 31
06:20
Chapter 32
06:22
Chapter 33
06:39
Chapter 34
06:41
Chapter 35
06:53
Chapter 36
06:54
Chapter 37
07:16
Chapter 38
07:17
Chapter 39
07:19
Chapter 40
07:21
Chapter 41
07:33
Chapter 42
07:34
Chapter 43
07:42
Chapter 44
07:43
Chapter 45
08:19
Chapter 46
08:20
Chapter 47
08:21
Chapter 48
08:25
Chapter 49
09:13
Chapter 50
09:15
Chapter 51
09:54
Chapter 52
09:56
Chapter 53
10:33
Chapter 54
11:05
Chapter 55
11:06
Chapter 56
11:47
Chapter 57
11:57
Chapter 58
11:59
Chapter 59
12:10
Chapter 60
12:12
Chapter 61
12:25
Chapter 62
12:27
Chapter 63
12:28
Chapter 64
This presentation was made for assignment 2, Development of Gender - 275.304.
Audio Transcript
Auto-generated
00:01 - 00:02
media is one of the most common forms of communication
00:03 - 00:06
in today's technology dependent time through media platforms such as
00:06 - 00:07
facebook twitter and videos.
00:08 - 00:11
Individuals in society are presented with both a clear and
00:11 - 00:14
consistent stream objected expectations and are given models to imitate.
00:15 - 00:17
Today, it is normal for men to be portrayed as
00:17 - 00:20
strong and funny, whilst females are more likely percent presented
00:21 - 00:22
in a physically attractive way.
00:23 - 00:26
Gender specific portrayals are continuously reinforced by the many media
00:26 - 00:29
platforms. And unfortunately without media changing the way it portrays
00:30 - 00:32
gender or forever be difficult for gender stereotypes to change
00:35 - 00:37
gender roles are still evident and there are still stereotypical
00:37 - 00:41
relations to gender identities, even though there are theories that
00:41 - 00:44
explained in a development like the social learning theory, which
00:44 - 00:47
highlights that our social environment, including the media, influences our
00:47 - 00:47
gender development.
00:48 - 00:51
This teaches us that we learn from observation and as
00:51 - 00:53
a child, we construct our agenda from what we see
00:53 - 00:56
around us, meaning Children, influenced by those around them and
00:56 - 00:57
then what is it and accept agenda.
00:58 - 01:01
Therefore, the question we should ask ourselves is if society
01:01 - 01:04
is changing and gender identities are becoming more accepted alongside
01:05 - 01:08
gender equality, why advertisements not following this pattern?
01:09 - 01:12
Why are we letting advertisements continue to promote gender negatively?
01:16 - 01:17
The initial issue is that patterns we see and advertisements
01:18 - 01:19
are often related to two genders.
01:19 - 01:21
Female and male according to stats.
01:21 - 01:24
NZ in new Zealand, gender refers to a person's social
01:24 - 01:27
and personal identity as male, female or another gender or
01:28 - 01:28
non binary.
01:28 - 01:32
Gender definition also highlights that as a person, gender can
01:32 - 01:34
change and may not be the same as it was
01:34 - 01:34
in booth.
01:35 - 01:38
However, even with this definition of acceptance of gender identities
01:38 - 01:41
and gender expressions, New Zealand and other countries still provide
01:42 - 01:44
the majority of advertisements that focus on male or female
01:44 - 01:48
gender. The patterns that follow women and advertisements are often
01:49 - 01:50
those of sexualization and objectification.
01:51 - 01:53
This is because women often wearing little to no clothing
01:54 - 01:56
and a further dehumanized through image choice and are often
01:57 - 01:59
seen in images as submissive women.
02:00 - 02:02
And most advertisements are sexual objects or subjects because more
02:03 - 02:06
than often the woman in the advertisements are skinny, have
02:06 - 02:12
flawless appearances and is showing the perfect body Male parents,
02:13 - 02:14
advertisements are completely different hormones patterns.
02:15 - 02:17
Males are often showcases the dominant gender.
02:17 - 02:20
Is there more often placed in front or main frame
02:20 - 02:22
of the image and advertisement and are looking directly at
02:23 - 02:23
the camera.
02:24 - 02:26
Males often seem fully clothed in advertisements and thus are
02:26 - 02:29
presented in a much higher and authoritative and happier way
02:30 - 02:30
being compared to women.
02:34 - 02:36
These patterns can be seen in the example of the
02:36 - 02:39
perfume advertisements provided media such as advertisements focused mainly on
02:39 - 02:39
men and their dominance.
02:40 - 02:43
With five out of every six names and the media
02:43 - 02:43
are that of mail.
02:44 - 02:47
Even when women are dominating their book, they're sexualized and
02:47 - 02:50
often wearing little to no clothing perfume and I'm gonna
02:50 - 02:55
often most commonly the models that are used even men's
02:56 - 02:58
cologne adverts, the word used in the deal advert.
02:59 - 03:02
What would you do for love is even implying that
03:02 - 03:04
a woman would do anything including sexualized themselves for love
03:09 - 03:10
issue with these advertisements.
03:11 - 03:13
That is that they're both gender, stereotypical and gender specific.
03:14 - 03:17
Brandon discusses that my gender colour coding into pinks and
03:17 - 03:20
blues and setting different general expectations for specific genders, conveying
03:21 - 03:24
messages based on gender stereotypes, influencing how we treat boys
03:24 - 03:24
and gifts.
03:25 - 03:29
Both these advertisements separate girls and boys and associate, for
03:29 - 03:32
example, girls of Princesses and ballerinas and boys with blue
03:32 - 03:32
and cuts.
03:33 - 03:36
This is a stereotypical patterns and portrays how a child
03:36 - 03:37
to grow up and what they should do to achieve
03:38 - 03:40
their general ultimately shaping the pathway of action and understanding
03:41 - 03:43
for both females and males as we grow and develop
03:44 - 03:47
similar. They like the psycho dynamic theory.
03:49 - 03:51
This theory is consistent with advertisements when Children are brought
03:51 - 03:54
up in society that values male dominance and feels female
03:55 - 03:58
observance. It encourages Children to grub and follow these rules,
03:58 - 04:02
influencing general court inequalities and reducing the acceptance of different
04:02 - 04:03
gender identities.
04:08 - 04:12
Catherine Frith created the Tryout party analysis, which consists of
04:12 - 04:13
three steps, analyze advertisements.
04:15 - 04:18
First step, the service meaning consists the first impression that
04:18 - 04:20
the reader or viewer gets from their initial quick study
04:20 - 04:20
of the advertisement.
04:21 - 04:23
This initial service meaning can be described through, for example,
04:24 - 04:26
listing all the objects and people seen in the advertisement.
04:29 - 04:31
The second step, the intended meaning can be explained as
04:31 - 04:33
the advertisers intended meaning.
04:33 - 04:34
This is the sales message.
04:35 - 04:38
The advertisers trying to relay this stage can also be
04:38 - 04:41
referred to as the strategy behind the ad or the
04:41 - 04:41
expected meaning.
04:44 - 04:46
Third is the cultural or ideological meaning.
04:47 - 04:48
The step relies on the knowledge of the reader.
04:49 - 04:51
Everyone makes sense of things like advertisements by relating into
04:52 - 04:54
culture and shared or common beliefs.
04:55 - 04:58
Ideological values are often expressed through for example stereotyping an
04:59 - 05:02
advertisement. Many sales messages are built on cultural and ideological
05:02 - 05:04
police pushed by advertisers rely on this system.
05:11 - 05:14
The service meaning behind these geeky advertisements consists of in
05:14 - 05:16
the first cover, a well known singer who was wearing
05:16 - 05:18
no clothing with your body facing directly at the camera
05:19 - 05:20
and facial expressions looking sexualized.
05:21 - 05:24
This is also Uh huh.
05:24 - 05:26
There is also no writing surrounding her.
05:26 - 05:28
Her body is the focus of the cover.
05:29 - 05:31
On the next cover is a well known actor but
05:31 - 05:34
he is fully clothed, smiling, looking directly to camera and
05:34 - 05:34
is surrounded by text.
05:36 - 05:37
The intended meaning of both of these G.
05:38 - 05:40
Q. Advertisements is to grab the attention of males as
05:40 - 05:40
the G.
05:41 - 05:42
Q. This is geek.
05:42 - 05:46
Use target market, they do this through both sophistication and
05:46 - 05:51
sexualization. There are two ideological meanings.
05:51 - 05:53
One is that the woman's cover implies the women should
05:53 - 05:54
look like GQ smooth.
05:54 - 05:57
Here portrays a belief that women should take off their
05:57 - 05:58
clothes and bear all to be noticed.
05:59 - 06:01
The other cover, which features the male, carries the belief
06:01 - 06:04
that men have power and are hard workers borrowing the
06:04 - 06:05
lines of typical male general.
06:07 - 06:10
Both advertisements for the typical and traditional gender stereotypes indicating
06:10 - 06:10
that G.
06:10 - 06:14
Q. Does not set trends rather influences negative gender stereotypes
06:14 - 06:17
and ideal look ideologies of what it's like to be
06:17 - 06:18
male and female.
06:24 - 06:26
The service meaning of this advertisement is that we need
06:26 - 06:28
to stay home to prevent further spread of the coronavirus
06:29 - 06:29
through the use of imagery.
06:30 - 06:32
The audience is able to see that the advertisement is
06:32 - 06:34
saying that women need to play their part and do
06:34 - 06:37
all the chores, such as cleaning and caring in the
06:37 - 06:39
home environment to keep everyone safe while the males can
06:39 - 06:45
relax. The intended meaning is in this advertisement simple.
06:46 - 06:48
The UK government wants to make sure people during the
06:48 - 06:51
coronavirus pandemic, stay at home and know that by doing
06:51 - 06:53
so they will be saving lives including their own.
06:57 - 06:59
The ideological meaning can be shaped from the backlash.
06:59 - 07:01
This advertisement has received Many people hold the belief that
07:01 - 07:05
it is sexist because depicting several households showed only one
07:05 - 07:07
man lounging on the sofa and several women or performing
07:08 - 07:08
household chores.
07:09 - 07:11
The ideological meaning that this ad has gained is based
07:11 - 07:14
off gender stereotypes, that gives men typical ideas of power
07:14 - 07:16
and women ideas of housework and care.
07:23 - 07:25
The surface meaning for this advertisement is that Victoria's secrets
07:26 - 07:28
found the perfect bodies and these women are all what
07:28 - 07:29
is regarded as perfect.
07:29 - 07:32
Any other body shape is imperfect and should feel insecure
07:32 - 07:32
and unattractive.
07:36 - 07:39
The intended message is to showcase victoria's secret new line
07:39 - 07:42
of company and perfect brassed scientists supposedly fit all women
07:46 - 07:48
ideological meaning follows along the lines of the gender based
07:49 - 07:49
body shape.
07:49 - 07:51
It attacks the belief and values that women should have
07:52 - 07:52
about their bodies.
07:53 - 07:56
This advertisement poses and influences a negative body image to
07:56 - 07:59
women and sets the belief that to be perfect and
07:59 - 08:01
to have perfect bodies, you must be tall, skinny and
08:01 - 08:04
slim and be beautiful, impacting and influencing body image disturbance
08:06 - 08:06
with this body image expectation.
08:07 - 08:10
Women internalize the ideal just like the social learning theory
08:10 - 08:13
discusses ultimately allowing women and girls to share and learn
08:13 - 08:16
to build a belief in body despite this stratification, leading
08:17 - 08:18
to eating disorders and other gentle related issues.
08:24 - 08:25
Patriarchy, privilege and power.
08:27 - 08:31
Patriarchy, as described by miller is and has been a
08:31 - 08:34
powerful concept which has influenced how we understand, maintain enforced
08:34 - 08:37
contest and even adjusted to society and social order.
08:38 - 08:41
Patriarchy is a system one that delivers material benefits to
08:41 - 08:43
majority of mounds dependent on race, class and sex vote
08:44 - 08:46
orientation is a system that completely restricts women.
08:47 - 08:51
Patriarchy ultimately sets the standard of female beauty and masculine
08:51 - 08:54
toughness. It is about valuing of masculine lee and my
08:54 - 08:56
illness and the devaluing of humanity and femaleness.
08:57 - 09:00
This is a common pattern seen an advertisement today and
09:00 - 09:01
previously discussed in the G.
09:01 - 09:02
Q. And coronavirus advertisements.
09:03 - 09:06
Males and actual advertisement example have the power males of
09:06 - 09:08
the dominant gender and have been for a very long
09:08 - 09:10
time. And the woman on the other hand I used
09:10 - 09:12
to use and develop for their beauty and our housewife
09:13 - 09:19
nature privileges defined by Collins Dictionary as a special advantage
09:20 - 09:23
that only one individual particular group has most often resulting
09:23 - 09:25
in power over others because of wealth or higher social
09:26 - 09:28
class. Most often white males are dominating in the sense
09:28 - 09:32
of privilege especially when compared to females and those are
09:32 - 09:32
the different race.
09:33 - 09:35
This can clearly be seen in the advertisements, particularly the
09:35 - 09:35
geeky advertisement.
09:36 - 09:38
Males are portrayed as the gender that have the advantage
09:38 - 09:41
of the females, making male look more powerful, dominating and
09:41 - 09:44
entitled, thus continuing to feed the perception of male dominance
09:45 - 09:45
and male privilege.
09:46 - 09:47
This can be seen in the coronavirus.
09:47 - 09:50
An advertisement to the nails are left to do the
09:50 - 09:53
housework or males relax, making women feel powerless and left
09:54 - 10:01
privileged. Power is defined in the column statuary means to
10:01 - 10:03
have significant amount of control and influence over both people
10:03 - 10:03
and activities.
10:04 - 10:07
This definition is very significant to advertisers and it's something
10:07 - 10:10
they employ to grab the reader's attention that power over
10:10 - 10:12
an audience people would not trust nor believe what they're
10:12 - 10:16
advertising. The advertisers utilize the power underway that portrays people
10:16 - 10:17
in certain ways.
10:18 - 10:19
They use their power to send a message.
10:21 - 10:23
One that is not always correct but becomes believable through
10:24 - 10:25
the power of portrayal and certain associations.
10:26 - 10:28
For example, in the duty of entitlement, appetite has utilized
10:29 - 10:31
the belief that male has the power creating a cover
10:31 - 10:32
that showcase the stereotype.
10:34 - 10:37
Further all these definitions, Dickerson highlights that it is important
10:38 - 10:41
to realize that issues of both power and privilege a
10:41 - 10:44
result of patriarchy to notice patriarchy in our lives, we
10:44 - 10:46
need to listen and not blame, but rather be educated.
10:47 - 10:49
Education ultimately influenced patriarchy power and privilege in our lives.
10:50 - 10:52
So we can therefore be educated on how to not
10:52 - 10:53
let it influence us negatively.
10:54 - 10:56
We can learn to consider, for example, females alongside males,
10:57 - 11:01
that women have equal rights and as men or that
11:01 - 11:03
both men and women should be respected equally and not
11:03 - 11:04
one exploited more than the other.
11:09 - 11:11
Intersectionality is a definition that is used to identify and
11:11 - 11:15
examine multiple forms of inequalities concerning the various experts social
11:16 - 11:18
marketing identity such as race class and gender.
11:19 - 11:22
By employing intersectional perspectives, we can uncover the complexity of
11:22 - 11:24
meanings embedded in the advertising.
11:25 - 11:28
Each of the advertisement examples previously discussed negatively engage in
11:28 - 11:32
sexuality simply because each of these advertisements do not include
11:32 - 11:35
a complex mix of identities, they rather choose what identity
11:35 - 11:37
they want to be empowered and forget about every other
11:38 - 11:41
race class and gender advertisements ultimately take advantage of particular
11:42 - 11:44
people. Genders and races for economic gain.
11:44 - 11:50
They create inequalities like CNN each advertisement example, thank you
11:51 - 11:54
The advertisement stereotypically sexualized women and gives power to me
11:54 - 11:57
showcasing inequalities and gender, thus influencing gender inequality and gender
11:58 - 12:00
hierarchy, coronavirus.
12:01 - 12:04
We can identify through images of women and home at
12:04 - 12:06
home and what they traditionally do best.
12:06 - 12:09
The housework that this advertisers does not consider the gender
12:10 - 12:11
inequalities rather endorses them.
12:14 - 12:15
Victoria's secret.
12:15 - 12:19
Ultimately, this advertisement is influencing body image inequalities which can
12:19 - 12:21
lead to body respect, dissatisfaction and other issues.
12:22 - 12:25
This victoria's secret advertisement holds many body image inequalities which
12:25 - 12:26
are linked to gender stereotypes.
12:31 - 12:34
This presentation topic has made me see that even in
12:34 - 12:37
today's society, there are still issues and inequalities railing to
12:37 - 12:39
gender in the media, the way gender is portrayed in
12:39 - 12:42
media plays a significant role in societies, ideas and understandings.
12:43 - 12:45
Therefore, I have come to see that it is important
12:45 - 12:47
to be inclusive, accepting and open to all the aspects
12:48 - 12:48
relating to gender.
12:48 - 12:51
So whether society can build stronger and better gender related
12:51 - 12:53
behaviors further implement into positivity.
12:55 - 12:57
This presentation took an in depth look at three advertisements
12:58 - 13:01
and discusses key concepts such as privilege and power, that
13:01 - 13:04
showcase to me the important role that tradition, traditional concepts
13:04 - 13:07
still playing the development of society and society.
13:09 - 13:11
These norms, I've come to realize that even through representations
13:12 - 13:16
of gender and media today, we are becoming more acceptable
13:16 - 13:16
and open.
13:16 - 13:18
But society still has a long way to prove that
13:19 - 13:23
that we are open, welcoming and accepting and build on
13:23 - 13:26
people's genders and abolish stereotypes and create a media environment
13:27 - 13:28
that follows and challenges this tradition.
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