FOR MATURE AUDIENCES ONLY: GREEK LIFE IN HORROR FILM

D. Eric Archer, PhD, AMFTValdosta State University

Holly StewartValdosta State University

John Wesley Lowery, PhDIndiana University of Pennsylvania

Kathleen KennedyNortheastern State University (OK)

BACKGROUND How do we define the horror genre?

A movie “focusing on the supernatural, the mysterious or on graphic violence, aiming to frigten or horrify its audience (The Film Studies Dictionary, 2001, p. 124).

The draw of horror films is their ability to incite emotional and physical responses before our rational selves are able to make sense of what we are viewing (Keisner, 2008)

BACKGROUND An interesting aspect of horror film as a genre is its

appeal to younger demographic groups, particularly young males (Prince, 2004).

This appeal stems from the common depiction of authority figures as untrustworthy characters. This distrust of authority promotes an “us vs. them” mentality encouraging characters to take care of themselves (Keisner, 2008).

Traditional research on horror films has examined the quantity of violent acts, however, relatively few studies have explored specific effects of this media on the viewer (Sparks, Sherry, & Lubsen, 2006)

BACKGROUND Intersections between research on

postsecondary education and film.

Somers, Tucciarone, Austin, and Keene (2007) examined relationship between portrayals of higher education in film and college choice

Hoover (2008) discusses the impact of Animal House on student perceptions of Greek life. Although certain components of the movie are no

longer relevant given changes in the field of student affairs and laws as they relate to colleges, the movie continues to impact assumptions made about higher education and Greek life.

BACKGROUND Scull and Peltier (2007) found the potential for

individuals to “incorporate ideas and images from film about a particular topic into their worldview” (p. 17). They point to the growing interest of professionals in other fields to examine portrayals of their own fields in film and encourage educators to do the same.

Although we know horror films tend to target college and pre-college populations and there seems to be interest in exploring higher education in film, we could find no research specifically addressing the relationship between representations of Greek Life and horror films as a genre.

PURPOSE The purpose of this study was to

examine representations of Greek life in a selection of horror films released over the past decade. Rationale for study – since prior literature

suggests media representations of higher education can influence student beliefs, we wanted to examine those representations most readily available to current and impending undergraduate student populations.

This project also serves as a pilot study intended to guide future research in this area of inquiry.

METHODS The methodology used in this study was

Qualitative Media Analysis (QMA) - aka Ethnographic Content Analysis.

Discussed by Altheide (1996)

QMA involves a twelve-step process encompassing five stages:1. Documents2. Protocol development and data collection3. Data coding and organization4. Data analysis5. Report

METHODS We selected a purposeful sample of nine

films for our study. Selection criteria included:

Horror films available in wide release (theater/DVD/TV) between 2000-2010

Horror films which included significant portrayals of Greek Life through their plot lines and/or character interactions

Horror films currently available to a wide segment of the population

METHODS Films included in study:

The Sisterhood (2004) Decoys (2004) Black Christmas (2006) Decoys: The Second Seduction (2006) The Initiation of Sara (2006) Killer Bash: Vengeance Never Dies (2006) The Haunting of Sorority Row (2007) Buried Alive (2007) Sorority Row (2009)

METHODS Data collection and analysis guided by sampling

criteria and procedures from QMA. Researchers identified documents (films) meeting

requirements of sampling criteria

Archer/Stewart viewed three movies together to discuss shared perceptions and to develop viewing protocol

An additional six movies watched by each independently. Researchers meet weekly to discuss data each collected and to continually revise protocol

Constant comparative method used to analyze data and develop themes – analysis guided by conceptual framework

METHODS Guiding Conceptual Framework

Social Representations Theory (Moscovici, 1972)

“[Social] representations can be ‘used’ to defend and so sustain a particular construction of reality. Social representations, therefore, come to constitute our realities…different representations compete in their claims to reality, and so defend, limit and exclude other realities” (Howarth, 2006).

Social representations theory deals with the balance between “using” and “mentioning” these competing ideas about social reality that invade our worldviews.

FINDINGS Five tentative themes emerged from analysis of data

collected from films:

“You’re Different from Them” “Virgins are losers” Geeks and Greeks

“Sorority Material”

Beer Bingo

Housemother

“Trust, Respect, Honor, Secrecy, and Solidarity” (aka The Motto)

FINDINGS “You’re Different from Them”

Difference matters Numerous examples in the films comparing Greeks with

non-Greeks as well as between Greeks within the same organization or in a different one – two sub themes

“Virgins are losers” Students not in a fraternity/sorority are not as good,

worthy, important – they do not live up to the ideal of the Greek member

Geeks and Greeks Sometimes those within a Greek organization are different

from the “norm” – usually those who are nice to the “Geeks”, those who do not support the status quo, etc.

FINDINGS “Sorority Material”

Highlights the “stereotypical” idea of sorority and fraternity members. Who belongs in a Greek organization and who does not

FINDINGS Beer Bingo

Fleeting view of a “Beer Bingo” program flyer in the residence hall (Killer Bash)

Represents the ubiquitous nature of alcohol use/partying portrayed as part of the culture of Greek life

Representations of alcohol use in sample films fit this idea nicely as there were few scenes were alcohol was focused on – it was a taken for granted aspect of Greek Life

FINDINGS Housemother

There were several examples of Greek life/University staff represented in the films.

Most of these staff members were either permissive or wildly incompetent/inappropriate.

Has implications for how students think about the professional staff who advise and guide their operations. Also fits into prior literature on aspects of horror film genre.

FINDINGS “Trust, Respect, Honor, Secrecy, and

Solidarity” (aka The Motto)

ADDITIONAL FINDINGS Influence of the Genre

Representations reflect broader archetypes of serve to move horror plot along (e.g. hypersexualization of characters, overemphasis of gender roles, tendency to focus on solidarity of the group)

Believability Do films that appear to portray more “real”

experiences/scenes serve to more effectively reinforce representations (e.g. Theta Pi sorority)?

Focus on Sorority Life Why not more balance on Greek Life as a whole –

function of the genre?

LIMITATIONS AND FUTURE DIRECTIONS Limitations of study findings:

Limited sample of movies viewed Representations examined only represent those

from past decade Only one genre explored – findings subject to

influence by idiosyncrasies of horror films

Future Directions Explore a wider range of films within horror

genre Expand study to examine representations from

other genres Include information from both media

representations and student/practitioner experiences

IMPLICATIONS FOR PRACTICE Media, such as film, present several common

representations (archetypes) about college and Greek Life and, although they are not the most valid sources, they may play a role in educating our students about college life.

Practitioners should take the time to examine current popular media to recognize the potential messages that are currently shaping student perceptions of higher education.

IMPLICATIONS FOR PRACTICE For current Greek Life members, the focus of

educational programs could be to dispel some of the representations imprinted from media. Understanding the messages students consume can serve as a “framework” for more effectively targeting educational interventions.

For non-Greek members, there are many messages regarding who “belongs” in a Greek organization and what Greek Life is like. This can have implications for recruitment and wider campus relationships.

COMMENTS & QUESTIONS