Type of Credit: Elective
Credit(s)
Number of Students
This course discusses about media portrayals of various minority groups, such as indigenous peoples, new immigrants, and LGBTQIA, with an interdisciplinary approach, ranging from sociopsychological to linguistic analyses. By comparing how minorities are represented via media to how they experience in mainstream society, the difference revealed through class discussion and multiple projects may enhance students’ social awareness and media literacy, preparing them for sensitive issues at work or even in their own intrapersonal experience.
能力項目說明
This course aims to enhance media literacy and social awareness through various minority issues, such as racism, sexism, and ageism, represented by traditional and social media alike. By case studies, discourse analyses, and cross-cultural comparisons, it helps learners reconsider the representations cast by the media and realize the obstacles suffered by the minorities, manifesting the potential difference between the digital and the real world. The class practices and panel discussions are designed for learners to acquire (i) higher literacy skills and critical thinking with the rise of new media and (ii) sensitivity and empathy to deal with minority issues cautiously. More essentially, the course attempts to touch on contradicting differences between ideal and real world rather than just to encourage diversity. Through a role reversal technique and panel discussions, students would be allowed to tell how cognitive dissonance might result from those contradicting forces among real life conditions, media, and academia. In other words, the course is expected to help students learn how to recognize/understand stereotypes on each minority group, how to develop sensitivity and empathy for minorities and for reducing potential cognitive dissonance of their own, and how to conduct research on minority issues.
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Date |
Topics |
Notes & Assignments |
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Week1：2/14 |
Introduction to the Course: Syllabus |
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Week2：2/21 |
Cultivation Theory, Stereotypes & Stereotype Threats, Social Identity Theory, and Research Methods |
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Week3：2/28 |
National Holidays：228 Memorial Day（No Class） |
Project 1 Due |
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Week4：3/7 |
Ethnicity I: Taiwan’s Hakka & Social Mobility |
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Week5：3/14 |
Ethnicity II: Indigenous Peoples/ First Nations, Education Equality & Language Preservation |
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Week6：3/21 |
Ethnicity III: ‘New’ Immigrants & Nonnative Accents |
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Week7：3/28 |
Ethnicity IV: Other Challenges & Panel Discussions |
Project 6 Due |
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Week8：4/4 |
Children’s Day & Tomb Sweeping Festival（No Class） |
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Week9：4/11 |
Individual Meetings for the Term Paper/ Proposal Presentation （Mid-term Exam） |
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Week10：4/18 |
Gender I: Taiwan’s Sexism & LGBTQIA+ Rights |
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Week11：4/25 |
Gender II: Transsexuality, Other Challenges & Panel Discussions |
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Week12：5/2 |
Other Issues I: Ageism & Aged Society |
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Week13：5/9 |
Other Issues II: Guest Talk on Experience with Visual Impairments |
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Week14：5/16 |
Other Issues III: People with Mental/Physical Impairments & Politically Correct Terms |
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Week15：5/23 |
Concluding Remarks: Empathy, Cognitive Dissonance, and Identity Politics |
Project 11/12 Due |
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Week16：5/30 |
Term Project Presentation |
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Week17：6/6 |
Term Paper Revision（No Class） |
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Week18：6/13 |
Final Exam（No Class）& Term Paper Due |
Project 13 Due |
(i) Class participation and discussion: 15%
Attendance is not necessary only if someone can finish all class requirements in a timely manner. As one cannot attend some class, please keep the instructor/ TA informed via email before the class. Each one could have two excuses to be absent from the regular classes; otherwise, provide with a reasonable proof for absence. During the classes, positively engaging in class activities of various forms will definitely help establish a more ideal and comfortable learning environment for all of us.
As for those distance learning students, please share your personal/parasocial experience with each minority subject in 300-500 words via email to the instructor/ TA. That is, the experience with one of those racial minorities (such as African Americans, Asian Europeans, and the like) will be due on Mar 29th; and the experience with one of those LGBTQIA+ members will be due on Apr 26th; the experience with the elderly or people with mental/physical impairments will be due on May 17th, three reports total. The three files will count as participation and discussion.
(ii) Reading guides: 20%
Each student will need to present two related journal articles in class, one selected from the weekly required readings below and the other depending on which minority issue the presenters consider more polemic in their own country. The sign-up schedule for reading guides shall be announced online shortly after the add-drop period (Week 2). The presentation of guided readings should include: (1) generalizing each full paper in a simple, perspicuous way, (2) explaining research methods used, analyses adopted, data and findings provided, (3) indicating strength and weakness, such as implications and limitations, and (4) providing 1 to 2 potential issues/topics for discussion or a follow-up Q&A session, ideally 30 to 50 mins long. Adopt the first-person point of view as to present your own study in a conference context.
As for those distance learning students, since they might not be able to present in class, they are expected to record their presentation and upload it to some cyberspace, such as YouTube or Google Cloud for evaluation.
(iii) Weekly assignments: 15%
-Assignment 1: Some practice about the content/discourse analysis.
-Assignment 2: Some practice about the interview approach.
-Assignment 3: A reflection on the guest talk.
-Assignment 4:
(iv) Course portfolio: 10%
-Option 1: Following each course outline (Week 2-6, 9-11, and 13-14; 10 total), summarize each class in 100 words.
-Option 2: Following each course outline (10 total), annotate/highlight three to five main points meaningful to you.
-Option 3: Provide two additional journal articles that you believe to be more relevant or critical for each class.
(v) Term paper (Individual Final Project): 40%
The individual project needs to be presented and composed with an academic conference format. The presentation includes a mid-term project proposal (approximately 8-10 min presentation & 5 min Q/A session) and a final report (approximately 15-20 min presentation & 5 min Q/A session). The final paper adopts the IEEE conference proceeding template (approximately 2500 to 4000 words in 4 to 6 pages).
-Project 1: Submit 2 to 3 potential topics for the individual project.
-Project 2: Review 2-3 references for the project.
-Project 3: Review 3-5 more references for the project.
-Project 4: Summarize all references in 2 pages and raise 3 to 5 potential research questions.
-Project 5: Find a research method to answer the research questions.
-Project 6: Make a project proposal (including predictions).
-Project 7: Collect data and results.
-Project 8: Analyze data and results.
-Project 9: Discuss the results according to the research questions.
-Project 10: Make conclusions.
-Project 11: Submit the draft.
-Project 12: Make the final presentation.
-Project 13: Finalize the paper.
Week02:
2-1: Tajfel, Henri. & Turner, C. John. (1979). An integrative theory of intergroup conflict. Organizational Identity: A Reader, 56-65.
2-2: Stangor, Charles., Jhangiani, Rajiv. & Tarry, Hammond. (2014). Stereotypes, Prejudice, and Discrimination. In Charles Stangor, Rajiv Jhangiani & Hammond Tarry (Eds.), Principles of Social Psychology- 1st International Edition. BCcampus OpenEd, Minneapolis: Open Textbook Library.
2-3: Mosharafa, Eman. (2015). All you Need to Know About: The Cultivation Theory. Global Journal of Human-Social Science: Arts & Humanities- Psychology, 15 (8), 23-37.
2-4: Aronson, Joshua., Fried, B. Carrie & Good, Catherine. (2002). Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence. Journal of Experimental Social Psychology, 38 (2), 113-125.
2-5: Casad, Bettina & Bryant, William. (2016). Addressing Stereotype Threat is Critical to Diversity and Inclusion in Organizational Psychology. Frontiers in Psychology, 7, https://doi.org/10.3389/fpsyg.2016.00008
2-6: Murphy, Annie. (2012, Oct 6). Intelligence and the Stereotype Threat: It’s Not Me, It’s You. The New York Times, Retrieved from https://www.nytimes.com/2012/10/07/opinion/sunday/intelligence-and-the-stereotype-threat.html
2-7: Ramasubramanian, Srividya & Murphy, J. Chantrey. (2014). Experimental Studies of Media Stereotyping Effects. In Murray Webster Jr. & Jane Sell (Eds.), Laboratory Experiments in the Social Sciences- Second Edition, 385-402. Elsevier Academic Press.
Week04:
4-1: Hakka Facts & Details. (2015, June). Retrieved from https://factsanddetails.com/southeast-asia/Taiwan/sub5_1b/ entry-3818.html
4-2(CHS): Chen, Wen-Gi. (2012). An Empirical Study on Taiwan Hakka image – An Analysis of the Differences between and within the Ethnic Groups (Unpublished master’s thesis). National Central University, Taoyuan, Taiwan.
4-3(CHS): Wang, Wen-Chun. (2005). The Boundary of Hakka: Interpretation and Reconstruction of Hakka Images. Soochow Journal of Sociology, 18, 117-156.
4-4(CHS): Wu, Tsui-Sung. (2009). The Media Image and Strategy Analysis of Hakka Actors/Actresses in the Newspaper. Journal of Hakka Studies, 3 (2), 49-92.
4-5: Chung, Oscar. (2018, Sep 1). Hakka Tracks. Taiwan Today, Retrieved from https://www.taiwantoday.tw/ news.php?unit=20&post=140312
4-6: Chiang, Stephanie. (2021, Nov 24). Taiwan drama 'Gold Leaf' comes under fire for 'twisting historical facts'. Taipei Times, Retrieved from https://www.taiwannews.com.tw/en/news/4354840
4-7: Social Mobility by LUMEN LEARNING, Retrieved from https://courses.lumenlearning.com/wm- introductiontosociology/chapter/social-mobility/
Week05:
5-1(CHS): Lien, Shu-Chin. (2018). The presentations of aboriginal people on Taiwanese Newspaper: Frequency, importance, bias, and image. Journal of CAGST, 3-15.
5-2: Vergeer, Maurice., Lubbers, Marcel. & Scheepers, Peer. (2000). Exposure to Newspapers and Attitudes toward Ethnic Minorities: A Longitudinal Analysis. Howard Journal of Communications, 11 (2), 127-143.
5-3: Eduardo, P. Jesster & Gabriel G. Arneil. (2021). Indigenous Peoples and the Right to Education: The Dumagat Experience in the Provinces of Nueva Ecija and Aurora, in the Philippines. SAGE Open, 11 (2), 21582440211009491.
5-4: Doherty, Jonathan. (2022?). Levelling the playing field and promoting social mobility through education. The Chartered College of Teaching, Retrieved from https://my.chartered.college/research-hub/levelling-the-playing- field-and-promoting-social-mobility-through-education/
5-5: Gall, Alana., Anderson, Kate., Howard, Kirsten., Diaz, Abbey., King, Alexandra., Willing, Esther., Connolly, Michele., Lindsay, Daniel. & Garvey, Gail. (2021). Wellbeing of Indigenous Peoples in Canada, Aotearoa (New Zealand) and the United States: A Systematic Review. International Journal of Environmental Research and Public Health, 18 (11): 5832.
5-6: Chao Ching-yu, Yang Shu-min, Yeh Su-ping, Hsu Chih-wei & Lim Emerson. (2020, Sep 28). Taiwanese media criticized for disrespecting indigenous culture. Focus Taiwan CNA English News, Retrieved from https://focustaiwan.tw/society/202009280016
5-7(CHS): Tang, Kuan-Ting. (2008). The Twisted Others: A Review of Biases against Aboriginals in Taiwan’s Textbooks. Curriculum & Instruction Quarterly, 11 (4), 27-50.
Week06:
6-1: Hansen, Fedrik. (2022). Non-native Mandarin Accents and Representation of Indonesians in Taiwan (Unpublished master’s thesis). National Chengchi University, Taipei, Taiwan.
6-2: Sumantry, David & Choma, Becky. (2021). Accent-based stereotyping, prejudice, and their predictors. Personality and Individual Differences, 179 (6):110894.
6-3: Gray, Richard. (2019, Jan 21). Why do people discriminate against speakers with foreign accents? HORIZON (The EU Research & innovation Magazine), Retrieved from https://ec.europa.eu/research-and-innovation/ en/horizon-magazine/why-do-people-discriminate-against-speakers-foreign-accents
6-4(CHS): Chen, Chih-Jou & Ng, Ka-u. (2017). Public Attitudes toward Marriage Migrants in Taiwan: The Ten-Year Change, 2004–2014. Journal of Social Sciences and Philosophy, 29 (3), 415–452.
6-5: Arellano, Gabriela. (2017). Latino Representation On Primetime Television In English and Spanish Media: A Framing Analysis (Unpublished master’s thesis). San Jose State University, CA.
6-6: Tukachinsky, Riva., Mastro, Dana. & Yarchi, Moran. (2015). Documenting Portrayals of Race/Ethnicity on Primetime Television over a 20-Year Span and Their Association with National-Level Racial/Ethnic Attitudes. Journal of Social Issues, 71 (1), 17-38.
Week07:
7-1: Valentova, Marie & Alieva, Aigul. (2014). Gender Differences in the Perception of Immigration-Related Threats. International Journal of Intercultural Relations, 39, 175-182.
7-2: Gereke, Johanna., Schaub, Max. & Baldassarri, Delia. (2020). Gendered Discrimination Against Immigrants: Experimental Evidence. Frontiers in Sociology, 5, doi: 10.3389/fsoc.2020.00059
7-3: Ramasubramanian, Srividya., Doshi, Marissa Joanna. & Saleem, Muniba. (2017). Mainstream Versus Ethnic Media: How They Shape Ethnic Pride and Self-Esteem Among Ethnic Minority Audiences. International Journal of Communication, 11, 1879–1899.
7-4(CHS): Chung, Chia-Shun. (2009). Who we are? We speak for ourselves--A content analysis for News of Indigenous in the Taiwan Indigenous TV (Unpublished master’s thesis). Nanhua University, Chiayi County, Taiwan.
7-5(CHS): Lee, Mei-Hua. (2016). Multiculturalism and Ethnic Minority Media: An Analysis of Content Diversity for the Hakka TV Programming. Hakka Studies, 9 (1), 99-142.
7-6: Lee, Daphne K. (2021). Netflix’s ‘Bling Empire’ Wants Us To Believe Crazy Rich Asian Stereotypes. The VICE Newsletter, Retrieved from https://www.vice.com/en/article/bvx3jd/netflix-bling-empire-crazy-rich-asian- stereotypes- representation
7-7: Pietsch, Bryan. (2022, Jan 4). ‘Emily in Paris’ portrayal of shoplifting Ukrainian is ‘insulting,’ culture minister complains to Netflix, Retrieved from https://www.washingtonpost.com/world/2022/01/04/ emily-in-paris-ukraine- stereotype/
7-8: Cottle, Simon. (2000). Ethnic Minorities & The Media: Changing Cultural Boundaries (Issues in Cultural and Media Studies), Philadelphia: Open University Press. (Changing Representations: pp7-15)
Week10:
10-1: Sink, Alexander & Mastro, Dana. (2017). Depictions of Gender on Primetime Television: A Quantitative Content Analysis. Mass Communication and Society, 20 (1), 3–22.
10-2: Cheng, Yen-Hsin Alice., Wu, Fen-Chieh Felice & Adamczyk, Amy. (2016). Changing Attitudes Toward Homosexuality in Taiwan, 1995–2012. Chinese Sociological Review, 48 (4), 317-345.
10-3: Hollingsworth, Julia. (2019, May 17). Taiwan legalizes same-sex marriage in historic first for Asia. CNN News, Retrieved from https://edition.cnn.com/2019/05/17/asia/taiwan-same-sex-marriage-intl/index.html
10-4: Horton, Chris. (2020, Mar 6). Taiwan narrowing gender gap, but patriarchy lives on. NIKKEI Asia, Retrieved from https://asia.nikkei.com/Life-Arts/Life/Taiwan-narrowing-gender-gap-but-patriarchy-lives-on
10-5: Godsil, D. Rachel., Tropp, R. Linda., Goff, A. Phillip., Powell, A. John. & MacFarlane, Jessica. (2016). The Science of Equality, Volume 2: The Effects of Gender Roles, Implicit Bias, and Stereotype Threat on the Lives of Women and Girls. Perception Institute, Retrieved from https://perception.org/publications/science-of-equality-vol-2/
10-6: Ayoub, Phillip & Garretson, Jeremiah. (2017). Getting the Message Out: Media Context and Global Changes in Attitudes toward Homosexuality. Comparative Political Studies, 50 (8), 1055-1085.
Week11:
11-1: Gazzola, B. Stephanie. & Morrison, A. Melanie. (2014). Cultural and Personally Endorsed Stereotypes of Transgender Men and Transgender Women: Notable Correspondence or Disjunction? International Journal of Transgenderism, 15, 76–99.
11-2: Gillig, K. Traci., Rosenthal, L. Erica., Murphy, T. Sheila. & Folb, L. Kate. (2018). More than a Media Moment: The Influence of Televised Storylines on Viewers’ Attitudes toward Transgender People and Policies. Sex Roles, 78, 515–527.
11-3: McLaren, Jackson Taylor. (2017). “Recognize Me”: An Analysis of Transgender Media Representation (Unpublished master’s thesis). University of Windsor, Windsor, Canada.
11-4: Liu, Lyla. Taiwan's first transgender government official gets fashion makeover. Taiwan News, Retrieved from https://www.taiwannews.com.tw/en/news/3924184
11-5: Morgan, Sebastian. (2020, Oct 14). Here’s the Tea on Taipei’s Sickening Drag Scene. Taiwan Scene (Formosa Tourism Journal), Retrieved from https://taiwan-scene.com/heres-the-tea-on-taipeis-sickening-drag-scene/
Week12:
12-1: Daignault, Myriam., Wassef, Andréanne & Nguyen, Quoc Dinh. (2021). How old is old? Identifying a chronological age and factors related with the perception of old age. Journal of the American Geriatrics Society, 69 (11), 3330-3333.
12-2: Lin, Yi-Yin & Huang, Chin-Shan. (2016). Aging in Taiwan: Building a Society for Active Aging and Aging in Place. The Gerontologist, 56 (2), 176-183.
12-3: Vernon, JoEtta A., Williams, Allen., Phillips, Terri & Wilson, Janet. (1991). Media Stereotyping: A Comparison of the Way Elderly Women and Men Are Portrayed on Prime-Time Television. Journal of Women & Aging, 2 (4), 55-68.
12-4: Swift, Hannah J. & Steeden, Ben. (2020). Literature review: Exploring representations of old age and ageing. Retrieved from https://www.ageing-better.org.uk/sites/default/files/2020-03/Exploring-representations-of-old-age.pdf
12-5: Camarota, A. Steven & Zeigler, Karen. (2019, Jul 15). Can Immigration Solve the Problem of an Aging Society? Estimating the impact of post-1990 immigration. Center for Immigration Studies, Retrieved from https://cis.org/ Report/Can-Immigration-Solve-Problem-Aging-Society
12-6: Collins, Lois M. (2019, Sep 24). Ageism is costing this country billions- Here’s how. Deseret News, Retrieved from https://www.deseret.com/indepth/2019/9/24/20880106/elderly-media-portrayal-ageism-us-economy-aarp
12-7: Settersten, Richard A. (2017). Some Things I Have Learned About Aging by Studying the Life Course. Innovation in Aging, 1 (2), 1-7.
Week14:
14-1: Parrott, Scott & Parrott, Caroline T. (2015). Law & Disorder: The Portrayal of Mental Illness in U.S. Crime Dramas. Journal of Broadcasting & Electronic Media, 59 (4), 640-657.
14-2(CHS): 管中祥、戴伊筠、陳雅萱、王皓均 (2010). Mental Illness in Media. 中華傳播學會2010 年年會會議論文, Chiayi County, Taiwan.
14-3(CHS): Chang, Heng-hao & Wang, Jing-yi. (2016). From “Handicapped” to “Disabled” : A Content Analysis of Disability Labels and Discourse in Taiwanese Newspapers. Taiwanese Sociology, 31, 1-41.
14-4: Halmari, Helena. (2011). Political correctness, euphemism, and language change: The case of ‘people first’. Journal of Pragmatics, 43 (3), 828-840.
14-5: O'Neill, Ben. (2011). A Critique of Politically Correct Language. The Independent Review, 16 (2), 279-291.
Week15:
15-1: Tropp, Linda R. & Pettigrew, Thomas F. (2006). Relationships between Intergroup Contact and Prejudice Among Minority and Majority Status Groups. Psychological Science, 16 (12), 951-957.
15-2: Choi, Damee., Minote, Natsumi., Sekiya, Takahiro & Watanuki, Shigeki. (2016). Relationships between Trait Empathy and Psychological Well-Being in Japanese University Students. Psychology, 7, 1240-1247.
15-3: Morellia, Sylvia A., Ong, Desmond C., Makatia, Rucha., Jackson, Matthew O. & Zaki, Jamil. (2017). Empathy and well-being correlate with centrality in different social networks. PNAS Proceedings of the National Academy of Sciences of the United States of America, 114 (37), 9843–9847.
15-4: North, N. Shanea. (2011). Social Media’s Role in Branding: A Study of Social Media Use and the Cultivation of Brand Affect, Trust, and Loyalty (Unpublished master’s thesis). University of Texas at Austin, US.
15-5: Bajger, Allison. (2019, Oct 15). Brands As Stereotypes: Implications for Marketers. LRW Resources, Retrieved from https://lrwonline.com/perspective/brands-as-stereotypes-implications-for-marketers/
15-6: McFalls, Elisabeth L. & Cobb-Roberts, Deirdre. (2001). Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education. Journal of Teacher Education, 52 (2), 164-172.
15-7: Govorun, Olesya., Fuegen, Kathleen. & Payne, B. Keith. (2006). Stereotypes Focus Defensive Projection. Personality and Social Psychology Bulletin, 32 (6), 781-793
15-8: Mastrotheodoros, Stefanos., Kornienko, Olga., Umaña-Taylor, Adriana & Motti-Stefanidi, Frosso. (2021). Developmental Interplay between Ethnic, National, and Personal Identity in Immigrant Adolescents. Journal of Youth and Adolescence, 50, 1126–1139.
Other Bibliographies:
2-8: Schmader, Toni., Johns, Michael & Forbes, Chad. (2008). An Integrated Process Model of Stereotype Threat Effects on Performance. Psychological Review, 115 (2), 336–356.
2-9: Gardels, Nathan. (2019, Sep 18). Francis Fukuyama: Identity politics is undermining democracy. The Washington Post, Retrieved from https://www.washingtonpost.com/news/theworldpost/wp/2018/09/18/identity-politics/
4-8(CHS): Peng, Wen-Cheng. (2008). Investigating Hakka Images in Taiwan’s Mainstream Newspapers. In Association for Hakka Studies (ed.), Ethnic Diversity and Hakka: Hakka Movement in Taiwan for 20 Years, 274-295. Taipei, Wunan Books Inco.
5-8: The Opportunity Agenda. (2011). Social Science Literature Review: Media Representations and Impact on the Lives of Black Men and Boys, Retrieved from https://www.opportunityagenda.org/explore/resources-publications/ social- science-literature-review
6-7: Cheng, Hsin-I. (2016). On Migrant Workers’ Social Status in Taiwan: A Critical Analysis of Mainstream News Discourse. International Journal of Communication, 10, 2509–2528.
6-8: Mastro, E. Dana & Greenberg, S. Bradley. (2000). The Portrayal of Racial Minorities on Prime Time Television. Journal of Broadcasting & Electronic Media, 44 (4), 690-703.
6-9: Huang, Tzu-Ting. (2015). Media Representation of Taiwan’s New Female Immigrants in Documentaries. Contemporary Chinese Political Economy and Strategic Relations: An International Journal, 1 (2), 333-350.
6-10: Hill, H. Jane. (2008). The Everyday Language of White Racism (Blackwell Studies in Discourse and Culture Series). Malden, Massachusetts: Wiley-Blackwell.
7-9(CHS): Peng, Weng-Jeng. (2008). The Propagating Functions of Hakka TV in a Multi-Dialectical Culture. Journal of Audio-visual Media and Technologies, 28, 1-28.
10-7: Gonta, Gabby., Hansen, Shannon., Fagin, Claire & Fong, Jennevieve. (2017). Changing Media and Changing Minds: Media Exposure and Viewer Attitudes Toward Homosexuality. Pepperdine Journal of Communication Research, 5, 22-34.
10-8: Ward, Monique L. & Grower, Petal. (2020). Media and the Development of Gender Role Stereotypes. Annual Review of Developmental Psychology, 2020 (2), 177-199.
11-6: Solomon, Haley. (2016). Media’s Influence on Perceptions of Trans Women (Unpublished bachelor’s thesis). University of North Carolina at Chapel Hill, North Carolina, US.
12-8(CHS): 曹賜斌 (2020, Jun 24). 為何童話中一定是「老」巫婆跟「小」仙女？揭密自古以來的「老年歧視」：年紀大錯了嗎. The Storm Media, Retrieved from https://www.storm.mg/lifestyle/2788537
12-9(CHS): Lien, Shu-Chin. (2012). The Analysis of the Portrayals of Older Characters on Television Commercials. Journal of Audio-visual Media and Technologies, 35, 27-56.
12-10: Hooyman, Nancy R., & Kiyak, H. Asuman. (2011). Social gerontology: A multidisciplinary perspective (9th Ed.). Upper Saddle River, NJ: Pearson.
Donald, Heather Mac. (2018). The Diversity Delusion: How Race and Gender Pandering Corrupt the University and Undermine Our Culture, New York: St. Martin’s Press.
*Noted: The syllabus is simply tentative, which the instructor has rights to change throughout the semester. Please follow the weekly pre-/post-class notes for the latest update accordingly.