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Readers’ Perceptions of Gender, Use of Stereotypes and Identification with Literary Texts: Selected South African High School Students’ Responses on “A Rose for Emily”
Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR). pia.osterman@gmail.com.
2018 (engelsk)Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
Abstract [en]

Selected South African high school students’ perceptions of stereotypes in William Faulkner’s “A Rose for Emily” are the center of attention in an attempt to establish or refute the existence of a uniform interpretation in the interpretive community. The textual reader responses were collected by using a questionnaire. The results show that the respondents use stereotypes to understand encounters with literary texts and as tools to connect the content of the text with their own experiences. The stereotypes also provide a framework for the readers to position themselves with or against the text and the depicted characters. Consequently, the female respondents are more inclined to distance themselves from sexist values than the male readers. Next to all the readers condemn racist values and racist language detectable in the text. Overall, the readers distance themselves from negative values and identify themselves with positive values. The results show that readers use a variety of stereotypes as aids to interpret the characters, events, values and structure of society in “A Rose for Emily”.

sted, utgiver, år, opplag, sider
2018. , s. 32
Emneord [en]
A Rose for Emily, identification, interpretive community, group formation, Norman Holland, reader response theory, reading event, stereotypes, gender stereotypes
HSV kategori
Identifikatorer
URN: urn:nbn:se:lnu:diva-70239OAI: oai:DiVA.org:lnu-70239DiVA, id: diva2:1178502
Eksternt samarbeid
SIDA
Fag / kurs
English
Utdanningsprogram
Language, Culture and Communication Programme, 180 credits
Veileder
Examiner
Tilgjengelig fra: 2018-02-26 Laget: 2018-01-29 Sist oppdatert: 2018-02-26bibliografisk kontrollert

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