Type of Credit: Elective
Credit(s)
Number of Students
This course discusses about media portrayals of various minority groups, including indigenous peoples, immigrants, LGBTQIA+ community, seniors, and people with physical/ mental impairments, with an interdisciplinary approach, ranging from communication, social psychology, to linguistic analyses. By comparing the media representations and various social issues that plague minorities, as well as the language ideology underlying language use and language attitude, the interpretations and implications derived from class discussions and multiple projects may enhance learners’ social awareness and media literacy, preparing them for sensitive issues at work and in their own life experience.
能力項目說明
This course aims to revisit various minority issues, such as affirmative action, immigration policy, political correctness, and the Gray Tsunami, represented by traditional and social media alike, in a more critical manner, hoping to enhance learners’ social awareness and media literacy. By case studies, discourse analyses, and cross-cultural comparisons, it helps them reconsider the representations cast by the media and realize the predicament that plagues the minorities, manifesting the potential difference between the digital and the real world. That is to say, the course attempts to touch on contradicting differences between ideal and real world, to reveal more underlying social and language issues, and to question double standards and hypocrisy, rather than just to encourage diversity and inclusivity. 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. Through a series of learner-centered teaching methods, i.e. reading guide, independent study, and course portfolio, students are expected to develop their own interpretations of all those long-standing disputes and apply cognitive dissonance techniques to those controversial issues on social minorities. To sum up, the course is designed 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.
| 教學週次Course Week | 彈性補充教學週次Flexible Supplemental Instruction Week | 彈性補充教學類別Flexible Supplemental Instruction Type |
|---|---|---|
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Date |
Topics |
Notes & Assignments |
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Week1：2/20 |
Introduction to the Course: Syllabus |
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Week2：2/27 |
Cultivation Theory, Stereotypes & Stereotype Threats, Social Identity Theory, Language Ideology, and Research Methods |
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Week3：3/5 |
Ethnicity I: Taiwan’s Hakka vs. Social Mobility, Multilingualism, and Language Choice |
Project 1 Due |
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Week4：3/12 |
Ethnicity II: Indigenous Peoples/ First Nations vs. Education Equality and Language Preservation |
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Week5：3/19 |
Ethnicity III: ‘New’ Immigrants vs. Nonnative Accents |
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Week6：3/26 |
Ethnicity IV: More Challenges & Panel Discussions |
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Week7：4/2 |
Special Session on Ongoing Conflicts（No Class） |
Assignment 1 |
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Week8：4/9 |
Proposal Presentation & Panel Discussions |
Project 6 Due |
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Week9：4/16 |
Gender I: Taiwan’s Sexism & LGBTQIA+ Rights vs. Career Choice and Speech Style |
（Mid-term Exam） |
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Week10：4/23 |
Gender II: Transsexuality & Intersectionality |
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Week11：4/30 |
Gender III: More Gender-related Issues & Panel Discussions |
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Week12：5/7 |
Other Issues I: Ageism & Aged Society vs. Life Course and Language Change |
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Week13：5/14 |
Other Issues II: People with Physical & Mental Impairments vs. Euphemism and Politically Correct Terms |
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Week14：5/21 |
University Anniversary（No Class） |
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Week15：5/28 |
Other Issues III: Guest Speech on ‘Stereotypes and Obstacles of People with Chronic Illness’ |
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Week16：6/4 |
Concluding Remarks: Empathy, Cognitive Dissonance, Identity Politics, and Language Status |
Project 11 Due |
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Week17：6/11 |
Term Project Presentation |
Project 12 Due |
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Week18：6/18 |
Final Exam（No Class）& Term Paper Due |
Project 13 Due |
(i) Class participation and discussion: 10%
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.
(ii) Reading guides: 20%
Each student is required to guide two related readings in class, one selected from the weekly required readings below and the other (as an independent study) 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.
(iii) Weekly assignments: 25%
-Assignment 1: Follow the Social Identity Theory to make predictions and hypotheses on one of those ongoing ethnic conflicts, i.e. War in Ukraine, Israeli–Palestinian conflict, Syrian civil war, the Sahel Conflict, and so forth. Prepare relevant materials for the special session in Week 7/8.
-Assignment 2: Some practice about the content/discourse analysis.
-Assignment 3: Some practice about the interview approach.
-Assignment 4: A reflection on the guest speech titled ‘Stereotypes and Obstacles of People with Chronic Illness.’
(iv) Course portfolio: 10%
-Option 1: Following each course outline (Week 2-6, 9-13, and 16; 11 total), annotate/ highlight three to five main points meaningful to you.
-Option 2: Propose three other minority issues that you would be more interested in. Explain their relevance to this course in one paragraph, and provide three critical journal articles for each topic.
(v) Individual Final Project: 35%
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 & 3-5 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 2000 to 3500 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.
(vi) No plagiarism of any kinds. Using ChatGPT, OpenAI or any sort of ‘citation apps’ is considered an efficient way of data collection, but the information retrieved needs to be revised and paraphrased accordingly.
Week02:
2-1: Tajfel, Henri & Turner, C. John. (1979). An integrative theory of intergroup conflict. In William G. Austin & Stephen Worchel (Eds.), The Social Psychology of Intergroup Relations, 33-47. Monterey, CA: Brooks/Cole.
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: Schmader, Toni., Johns, Michael & Forbes, Chad. (2008). An Integrated Process Model of Stereotype Threat Effects on Performance. Psychological Review, 115 (2), 336–356.
2-4: 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.
2-5: 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/
2-6: Wei, Jennifer M. (2008). Language Choice and Identity Politics. Lanham, MD: Rowman & Littlefield Pub Inc.
2-7: Albury, N. J. (2020). Language attitudes and ideologies on linguistic diversity. In A. C. Schalley & S. A. Eisenchlas (Eds.), Handbooks of Applied Linguistics, 357-376. Berlin/Boston: De Gruyter Mouton. doi:10.1515/9781501510175-018
Week03:
3-1: Hakka Facts & Details. (2015, June). Retrieved from https://factsanddetails.com/southeast-asia/Taiwan/sub5_1b/ entry-3818.html
3-2(CHS): Wang, Wen-Chun. (2005). The Boundary of Hakka: Interpretation and Reconstruction of Hakka Images. Soochow Journal of Sociology, 18, 117-156.
3-3(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.
3-4: Tanoue, Tomoyoshi. (2012). Symbolic Ethnicity among the Taiwanese Hakka: An Analysis of the Hakka Basic Law. Taiwan International Studies Quarterly, 8 (2), 173-190.
3-5: Liao, Chih-I. (2018). Can One be Hakka without Speaking Hakka? The Conflicts between Language and Identity in a Hakka Community in Sabah. Global Hakka Studies, 10, 27-58.
3-6: Vollmann, Ralf & Soon, Tek Wooi. (2022). Convergence of Hakka with Chinese in Taiwan. Global Chinese, 8 (2), 211–229.
3-7(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.
3-8: Hakka Affairs Council. (2023). Taiwanese Hakka Literature Takes the Global Stage Achievements of Translation of Hakka Literature and Overseas Promotion. Hakka Affairs Council, Retrieved from https://english.hakka.gov.tw/ Content/Content?NodeID=463&PageID=43799&LanguageType=ENG
Week04:
4-1(CHS): Lien, Shu-Chin. (2018). The presentations of aboriginal people on Taiwanese Newspaper: Frequency, importance, bias, and image. Journal of CAGST, 3-15.
4-2: 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.
4-3: Khawaja, Masud. (2021). Consequences and Remedies of Indigenous Language Loss in Canada. Societies, 11 (3), 89; https://doi.org/10.3390/soc11030089
4-4: 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.
4-5: Chambers, Natalie A. (2015). Language nests as an emergent global phenomenon: Diverse approaches to program development and delivery. The International Journal of Holistic Early Learning and Development, 1, 25-38.
4-6: King, Jeanette. (2001). Te Kohanga Reo: Maori Language Revitalization. In Leanne Hinton & Kenneth Hale (Eds.), The Green Book of Language Revitalization in Practice, 119-131. Leiden, Netherlands: Brill Academic Publishers.
4-7: 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/
Week05:
5-1(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.
5-2: 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.
5-3: Hansen, Fedrik. (2022). Non-native Mandarin Accents and Representation of Indonesians in Taiwan (Unpublished master’s thesis). National Chengchi University, Taipei, Taiwan.
5-4: Sumantry, David & Choma, Becky. (2021). Accent-based stereotyping, prejudice, and their predictors. Personality and Individual Differences, 179 (6):110894.
5-5: 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.
5-6: 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
Week06:
6-1: Cottle, Simon. (2000). Ethnic Minorities & The Media: Changing Cultural Boundaries (Issues in Cultural and Media Studies), Philadelphia: Open University Press. (Changing Representations: pp7-15)
6-2: 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.
6-3(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.
6-4(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.
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: 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.
6-7: 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
Week9:
9-1: Sink, Alexander & Mastro, Dana. (2017). Depictions of Gender on Primetime Television: A Quantitative Content Analysis. Mass Communication and Society, 20 (1), 3–22.
9-2: 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.
9-3: 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.
9-4: 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/
9-5: Popp, Danielle., Donovan, Roxanne A., Crawford, Mary., Marsh, Kerry L. & Peele, Melanie. (2003). Gender, Race, and Speech Style Stereotypes. Sex Roles, 48 (7/8), 317-325.
9-6: 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
9-7: 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
Week10:
10-1: 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.
10-2: 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.
10-3: Carbado, Devon W., Crenshaw, Kimberlé W., Mays, Vickie M. & Tomlinson, Barbara. (2013). INTERSECTIONALITY: Mapping the Movements of a Theory. Du Bois Rev, 10 (2), 303–312.
10-4: McLaren, Jackson Taylor. (2017). “Recognize Me”: An Analysis of Transgender Media Representation (Unpublished master’s thesis). University of Windsor, Windsor, Canada.
10-5: Liu, Lyla. Taiwan's first transgender government official gets fashion makeover. Taiwan News, Retrieved from https://www.taiwannews.com.tw/en/news/3924184
Week11:
11-1: Tran Hoang, Hieu Thao. (2023). Vietnamese Female Marriage Immigrant YouTubers: From Eating Broadcasts to Manifesting Social Identity and Online Sisterhood on Social Media (Unpublished master’s thesis). National Chengchi University, Taipei, Taiwan.
11-2: Valentova, Marie & Alieva, Aigul. (2014). Gender Differences in the Perception of Immigration-Related Threats. International Journal of Intercultural Relations, 39, 175-182.
11-3: Gereke, Johanna., Schaub, Max. & Baldassarri, Delia. (2020). Gendered Discrimination Against Immigrants: Experimental Evidence. Frontiers in Sociology, 5, doi: 10.3389/fsoc.2020.00059
11-4: Ponce, Aaron. (2017). Gender and Anti-immigrant Attitudes in Europe. Socius: Sociological Research for a Dynamic World, 3, 1–17.
11-5(CHS): Mrs. Panic. (2021). 竹科家眷的告白：我只是個平凡的「竹科媽媽」(Confession of A Wife from the Hsinchu Science Park: I Am Just an Ordinary Mom). CommonWealth Education Media and Publishing. Retrieved from https://www.parenting.com.tw/article/5089627
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: 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.
12-3: 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.
12-4: 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: Settersten, Richard A. (2017). Some Things I Have Learned About Aging by Studying the Life Course. Innovation in Aging, 1 (2), 1-7.
12-6: Sankoff, Gillian. (2019). Language change across the lifespan: Three trajectory types. Language, 95 (2), 197-229.
12-7: 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
12-8: 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
Week13:
13-1: 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.
13-2(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.
13-3(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.
13-4: Halmari, Helena. (2011). Political correctness, euphemism, and language change: The case of ‘people first’. Journal of Pragmatics, 43 (3), 828-840.
13-5: Dragojevic, Marko., Fasoli, Fabio., Cramer, Jennifer. & Rakić, Tamara. (2021). Toward a Century of Language Attitudes Research: Looking Back and Moving Forward. Journal of Language and Social Psychology, 40 (1), 60–79.
13-6: O'Neill, Ben. (2011). A Critique of Politically Correct Language. The Independent Review, 16 (2), 279-291.
Week16:
16-1: 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.
16-2: 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.
16-3: 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.
16-4: 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.
16-5: 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/
16-6: 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.
16-7: Govorun, Olesya., Fuegen, Kathleen. & Payne, B. Keith. (2006). Stereotypes Focus Defensive Projection. Personality and Social Psychology Bulletin, 32 (6), 781-793
Other References & Bibliographies:
2-8: McGilchrist, Iain. (2009). The Master and His Emissary: The Divided Brain and the Making of the Western World. USA: Yale University Press.
2-9: Mate, Gabor. & Mate, Daniel. The Myth of Normal: Trauma, Illness and Healing in a Toxic Culture. NYC, US: Avery Publishing.
2-10: 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.
2-11: 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
2-12: 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
2-13: 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.
3-9(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.
3-10: 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
3-11: Hsiao, Hsin-Huang., Chou, Ching-Hung. & Lin, Thung-Hong. (2023). The Three Divides：Transformation of Hakka Ethnic Politics in Taiwan. Kaohsiung City, Taiwan: Chuliu Publisher.
3-12: Chung, Oscar. (2018, Sep 1). Hakka Tracks. Taiwan Today, Retrieved from https://www.taiwantoday.tw/ news.php?unit=20&post=140312
3-13: Social Mobility by LUMEN LEARNING, Retrieved from https://courses.lumenlearning.com/wm- introductiontosociology/chapter/social-mobility/
4-8(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.
4-9: 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: 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.
5-8: 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.
5-9: 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.
5-10: Hill, H. Jane. (2008). The Everyday Language of White Racism (Blackwell Studies in Discourse and Culture Series). Malden, Massachusetts: Wiley-Blackwell.
6-8: 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
6-9(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.
9-8: 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.
9-9: Ward, Monique L. & Grower, Petal. (2020). Media and the Development of Gender Role Stereotypes. Annual Review of Developmental Psychology, 2020 (2), 177-199.
9-10: Crawford, Mary. (1995). Talking Difference: On Gender and Language (Gender and Psychology series). UK, London: SAGE Publications Ltd. (Review by Rachel Giora)
10-6: 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.
10-7: 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/
11-6: Wednesday, Martin. (2015). Primates of Park Avenue: A Memoir. NYC, US: Simon & Schuster.
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(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
12-11: 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.