Cinderella Goes to the Prom: Constructing Rituals of Youth Culture through Teen Media
Bibliographic record
Abstract
In lieu of an abstract, here is an excerpt from this article: When we examine contemporary North American pop-cultural media representations of prom, what emerges is a host of ideologies about young womanhood, heterosexuality, and femininity. As John Fiske has pointed out about popular media in general, these kinds of pop-cultural productions are both oppressive and rebellious vis-a-vis the status quo, containing elements of evasion, jouissance, and the carnivalesque, while simultaneously reifying the most stifl ing, established, and dominant power relations. In what follows, I will examine how this play of positionalities occurs within the consumer space of prom, through the lens of a selection of American and Canadian teen magazines and one Hollywood film. The texts I study here suggest that North American female audiences of popular cultural productions are invited to conform, resist, reinvent, adopt a skeptical attitude towards, playfully engage with, but never entirely disengage from, the prom event. This means that there are various (albeit a delimited range of)ways that teen audiences are reflected, imagined, and invited to imagine themselves through the discourses of promland, and this collection of prom performances contradict, overlap, compete, and yet do not cancel each other out.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.004 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".