O'Driscoll Learning to Sell Sex(ism)

Advertising Students and Gender
1. Auflage 2019
ISBN: 978-3-319-94280-3
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 221 Seiten

Reihe: Progress in Mathematics

This book presents the first in-depth exploration into the gendered attitudes and worldviews of advertising students. Offering a significant contribution to other cultural sociological works concerning the cultural and creative industries, Learning to Sell Sex(ism) adds further weight to the argument that it is imperative that we look closely at the people who create media texts in order to better account for and challenge sexist media content. In this study, such media creators are the advertising industry's next generation of practitioners and creatives. Involving a mix of in-depth questionnaires, qualitative surveys, interviews with students, observational data, as well as an examination of the components comprising advertising modules, O'Driscoll documents the dominant gendered discourses articulated by advertising students and offers an opportunity for the advertising educational sector to reflect on how it might play its part in reducing stereotypical and sexist content emanating from the industry. Learning to Sell Sex(ism) will be of interest to students and scholars across a range of disciplines, including media studies, gender studies, sociology, cultural studies and marketing.


Aileen O'Driscoll is Lecturer in Media and Communications at the School of Communications, Dublin City University, Ireland.

Autoren/Hrsg.

O'Driscoll, Aileen

Inhaltsverzeichnis

1;Acknowledgements;5
2;Contents;7
3;List of Tables;8
4;1: Introduction;10
4.1;References;22
5;2: Gendered Advertising: From Text to Industry to Classroom;25
5.1;Advertising Texts: From Second-Wave Feminism to Postfeminism;26
5.2;Situating Advertisers as Cultural Intermediaries and Considering the Social Attitudes of Those Creating Media Texts;36
5.3;Encoding Gender in Media Texts: Organisational Considerations and Implications for Advertising Students;46
5.4;Gendered Working Cultures in Advertising and the Creative Role;51
5.5;Ethical Considerations for Advertising Practitioners and Students;60
5.6;References;67
6;3: We’re Just Different (But Equal): Unpacking Students’ Gendered Views;74
6.1;Gender: Roles, Attributes, and Behaviours;75
6.1.1;Gender Essentialism;76
6.1.2;Understanding of Feminism;82
6.1.3;Gender Equality;86
6.2;Women and Girls as the Problematic and Burdensome Sex: ‘He Jokes About All the Girls Who Get Dolled Up to Go to the Match’;91
6.2.1;Beauty and the Tyranny of Perfection;94
6.2.2;Feelings of (Dis)Empowerment;97
6.2.3;‘I Am Different’;100
6.3;The Tomboy: ‘Men Are Always Willing to Give It a Go, You Know. And with a Tomboy… They’re Always Willing to Give It a Go’;105
6.4;Considerations of Gender in the Curriculum and in the Classroom;110
6.4.1;Observing Gender in Action: First-Year, Undergraduate Students Discuss Gender and Related Issues;111
6.5;References;117
7;4: The Reverse Stereotype and the Double Standard: Expressions of Concern About Advertising’s Treatment of Men;119
7.1;Sexualisation of Women: ‘The Female One Is Just Way More Voyeuristic’;120
7.2;Domesticity of Women: ‘I Presume That’s Still True That Women Are Doing the “Whatever”’;129
7.3;The Turn Towards Men and Boys: ‘There Seems to Be a Reverse Stereotype of (Men) Depicted as Bumbling Idiots’;142
7.4;Carlsberg Adverts: ‘The Crate Escape’—A Case Study;152
7.5;Mixed Messages in the Classroom;157
7.6;References;159
8;5: The Catch-22 of Advertising Practice (and Other Deflections): Perceived Challenges to Creating Less Sexist Content;161
8.1;Constraints of the Medium: ‘Advertising Is a Stereotype Game; You Know, You Have to Play to the Masses’;162
8.2;Awareness of Social Responsibility of Advertisers: ‘Everyone Deserves a Fair and Accurate Representation’;169
8.3;Ethics and the Tolerance for Sexism: ‘It’s Just a Bit of Humour, a Bit of Fun’;174
8.4;Creativity and Humour: ‘It Just Seems to Be More a Defining Aspect of Male Culture to Make Each Other Laugh’;185
8.5;The Educational Role in Students Ethical Stances and ‘Creating’ Future Male Creatives Starts at Third Level;197
8.5.1;End-of-Year Student Showcases;198
8.6;References;202
9;6: Conclusions and Reflections;205
9.1;References;213
10;Index;215