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dc.contributor.advisorEchert, Lisa
dc.contributor.authorKleven, Amber
dc.date.accessioned2013-03-05T18:56:15Z
dc.date.available2013-03-05T18:56:15Z
dc.date.issued2013-03
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/483
dc.descriptionAbstract Onlyen_US
dc.description.abstractThe findings of this research indicate that high school yearbooks serve as a means of perpetuating both the idea of adolescence as a social construct and stereotypes of youth. In other words, I explore how adolescence is a social construct that becomes further developed through the creation, distribution, and further use of yearbooks. For example, the people and events represented in yearbooks usually work to maintain the status quo and do little to represent the student bodies of high schools accurately and fairly. Reasons why this is so are explored, in addition to background building of how the social construct of adolescence came to be.en_US
dc.language.isoen_USen_US
dc.titleYearbooks as a Force in Representing and Developing Adolescenceen_US
dc.typePresentationen_US
mus.citation.conferenceMSU Student Research Celebration 2012
mus.relation.collegeCollege of Letters & Science
mus.relation.departmentEnglish.en_US
mus.relation.universityMontana State University - Bozemanen_US


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