The document discusses how gender is socially constructed and reinforced through various institutions including family, education, religion, media, and the state. It examines how media in particular helps define appropriate roles, qualities, behaviors, and value associated with each sex. The media creates stereotypes about gender realities and perpetuates the existence of gender through the portrayals and definitions it promotes. It conditions gendered experiences by reinforcing narrow ideas about how men and women should look, act, and what they can achieve. The media industry also provides many career opportunities for both men and women.
Representation of male and female in mediaIlhaan Marwat
In general, "media" refers to various means of communication. Media includes every broadcasting and narrow casting medium such as newspapers, magazines, TV, radio, direct mail,telephone, fax, and internet.
It discuss about Mass media and Gender in Advertisements: what is media, MEDIA CAN RANGE FROM , Gender bias in media, ads for children, dress, food, gender stereotype in social roles, capacities and conclusion
Representation of male and female in mediaIlhaan Marwat
In general, "media" refers to various means of communication. Media includes every broadcasting and narrow casting medium such as newspapers, magazines, TV, radio, direct mail,telephone, fax, and internet.
It discuss about Mass media and Gender in Advertisements: what is media, MEDIA CAN RANGE FROM , Gender bias in media, ads for children, dress, food, gender stereotype in social roles, capacities and conclusion
Gender roles in mass media – Gender stereotypes in mass media -gender identity roles - Positive notions of body and self - Gender in media: magazines, TV shows, cartoons, movies and advertisements - Gender equality and language use.
This presentation is part of online session for Foundation Course for SNDTWU college students which will be delivered from WizIQ platform in few hours from now.
Gender roles in mass media – Gender stereotypes in mass media -gender identity roles - Positive notions of body and self - Gender in media: magazines, TV shows, cartoons, movies and advertisements - Gender equality and language use.
This presentation is part of online session for Foundation Course for SNDTWU college students which will be delivered from WizIQ platform in few hours from now.
We started off the session with an exercise - imagine a police officer, a doctor, a nurse, a criminal, a fire fighter, a family, a teacher, a basketball player, a boy, a girl, and more. When we compared similarities and differences, to our surprise, almost all of us had drawn the same family: a mother, father, and children who look like them. Almost all of us had imagined male police officers, fire fighters, and criminals. Almost all of us had imagined female teachers, nurses, and nannies. Several of us imagined only able-bodied people (no wheelchairs, glasses, etc.). And we did it all without having been told to imagine this way. After comparing, we pondered what would an alien species, whose only exposure to humans was in the form of these imaginings, assume about the human race. We then extended the metaphor into the fact that we were, at one point, naive to all these messages in our very beginnings - we WERE aliens to this way of thinking at one point. We then analyzed where we got these messages. Clearly, everyone knew that men can be nurses, children do not always look like their parents, crimes can be committed by people in business clothes, etc. And yet, here we were, so clear on what society has taught us who these people are. We learned about the cycle of oppression, where stereotypes can become prejudice, then discrimination, then oppression, then internalized oppression/dominance. Finally, we discussed ways we can interrupt the cycle of oppression so that we, the people around us, and future generations can get beyond societal messages of what we should believe about one another.
1 Hour Session delivered to 3rd and 4th graders at Friends Academy in North Dartmouth, MA. We started off the session with an exercise - imagine a police officer, a doctor, a nurse, a criminal, a fire fighter, a family, a teacher, a basketball player, a boy, a girl, and more. Afterward, we compared similarities and differences. To our surprise, almost all of us had imagined the same family: a mother, father, and children who look like them. Almost all of us had imagined male police officers, fire fighters, and criminals. Almost all of us had imagined female teachers, nurses, and nannies. Several of us drew girls in skirts. Several of us imagined criminals in dark colors. Several of us imagined only White people. Several of us imagined only able-bodied people (no wheelchairs, glasses, etc.). And we did it all without having been told to imagine this way. After comparing, we pondered what would an alien species, whose only exposure to humans was in the form of these pictures, assume about the human race. We then extended the metaphor into the fact that we were, at one point, naive to all these messages in our very beginnings - we WERE aliens to this way of thinking at one point. We then analyzed where we got these messages. Clearly, everyone knew that men can be nurses, children do not always look like their parents, crimes can be committed by people in business clothes, etc. And yet, here we were, so clear on what society has taught us who these people are. We learned about the cycle of oppression, where stereotypes can become prejudice, then discrimination, then oppression, then internalized oppression/dominance. We learned about isms (racism, sexism, heterosexism, classism, ageism, ableism, etc.), where prejudice plus the power to enforce it can result in systemic unfairness to groups of people. We then learned to identify situations where stereotypes, prejudice, discrimination, and isms might be at work. Finally, we discussed ways we can interrupt the cycle of oppression so that we, the people around us, and future generations can get beyond societal messages of what we should believe about one another.
Uses&Gratification Approach and analysisMira K Desai
Uses and Gratification is one of the important theory of mass communication. This presentation examines it as a theory and explains its strengths and weaknesses.
This Student event has completed 20 years and 14 editions discussing issues relevant at that point in time ! Students have designed the logo, tag line, programme line up and execution and evaluation.
Presentation at the National Seminar on Culture, Communication and India's Development at School of Social Sciences, University of Hyderabad, 27-29 August 2019
Changing role of journalists in the changing timesMira K Desai
This was my presentation at Maharaja Institute of Management Sri Lanka last lecture of FIRST batch of "Diploma in Radio and Television Journalism" on 28th September 2018 at Colombo.
Perception and Experiences of Disability amongst Able-bodied Postgraduate stu...Mira K Desai
Paper presented at International Conference on Dis/Ability Communication (ICDC 2017): Perspectives and Challenges of 21st Century, 9-11 January 2017 organised by Department of Communication and Journalism (DCJ), University of Mumbai, in collaboration with AYJNISHD(D), Bandra, Mumbai, India and the research group CCD, Communication, Culture & Diversity, Jönköping University, Sweden
SOUND AIR WAVES: DIGITISATION IN INDIAN SOCIETYMira K Desai
Presentation for UGC Sponsored National Seminar on Understanding Digital Sound- Music/Sound Recording Techniques organised by SVT College of Home Science, SNDT Women’s university, Mumbai. March 8-9, 2016
This is a presentation about TWO of the PG Programmes at SNDTWU Juhu campus in Mumbai and how PG education is essential for careers in media. This was presented on March 13-14 at SNDT Ghatkopar and Matunga.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
7. Behaviourexpectedfrom SEX
WOMEN
• Agree with what
others say
• Behaveas
expected in a
given role
• Defined
boundaries of
movement
MEN
• Leadthe way
• Takecontrol of
situation
• Leadothers and
given discountsto
women asstupid
• Freeto doanything
8. Valuation attached to SEX
WOMEN
• What they doin
house isnot of
muchvalue
• If sheisworking
outside and
independent
sheisignoring
family
MEN
• IF they do any
work in house
they are obliging
women
• If he is
from
working
home,
helping wife, he is
goodhusband
10. Media SectorAvenues
MassMedia:
Print: Newspapers & Magazines
Radio
TV
Films
Other Media:
Publishing: Books
Mobile &Telecom
Internet
Outdoors & Events
Advertising
Acting
Journalism
Public relations
Graphics-
Gaming
Beauty & Make Up
Art & Design
Computer Animation
Fitness
Food
Transpo
rt
11. MEDIA-What doesit do?
• MIRRORstheSociety…..
• Creates MARKETby selling you ideas,
products, services…..
• MEDIATESexperiences of itsaudiences….
• Provides MYTHs…..Circulatesand
sustains them……
• CREATESdefinitions of NORMAL
12. Media andGender
• Media createsdefinitions about:
Who are ‘these’people?
What wo/men shouldwear?
When and where wo/men shouldmove?
How should wo/men behave?
• Media stereotypes Gender realities.
• Media perpetuates Genderexistences.
• Media conditionsgendered experiences.
13. Media createsDefinitions
• Man should bemetro-sexual.
• Woman should be sexy.
• Woman should be sizeZERO.
• Girls are cute/vulnerable/sweet.
• Man can/should controlwomen.
• Man is the head of thehousehold.
• Woman haveto/must marry.
• Man is free to make multiplealliances.
14. Media stereotypesRealities
• Mother-in-law and daughter-in-law
always fight, What about Father–Son?
• Women can’t be friends to eachother,
how many friendships do wehave!!
• Husband hasa‘rights’ over the wife,
What about rights of thewife?
• Children are mother’s responsibility,
aren’t they jointpleasures/responsibility?
15. Media perpetuates Gender existences
• Women are dying to get maleattention.
• Women need to look‘beautiful’.
• Woman are body and man arebrain.
• Woman cannot survive without man.
• When woman sayNOit isyes?
• Woman hasno SAYin decisions of herlife!
• Woman’s first priority isHOME.
16. THANK YOU for your
TIME &ATTENTION
feel free to connect@
drmiradesai@gmail.com