Previous research largely supports the notion that mediated contact and engagement with minority characters can improve viewers’ real-life minority attitudes. However, it is unclear to what extent different forms of media engagement such as parasocial friendship and wishful identification are linked to attitudes, and whether deep-level similarities affect engagement with minority characters. Deep-level similarities refer to viewers’ perception of shared personality traits, attitudes, and social experiences with characters. In a cross-sectional survey, we examine (1) to what extent parasocial friendship and wishful identification with an LGBTQ character are each associated with viewers’ prejudicial attitudes toward the LGBTQ community, and (2) to what extent perceived deep-level similarities of an LGBTQ character are related to viewers’ parasocial friendship and wishful identification felt for the LGBTQ character. Based on a structural equation model using a sample of U.S. residents (n = 247), it may be concluded that the deep-level similarities of LGBTQ characters have both direct and indirect associations with LGTBQ prejudice, mediated by wishful identification.
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Current understandings of similarity with media characters often focus on visible attributes including gender and race, yet overlook deep-level characteristics such as personality, attitudes, and experiences. In the present research, we address this limitation and develop and validate the Character Recognizability Scale (CRS), which captures different ways in which audiences can recognize themselves in characters. Based on a previous interview study, we formulated 26 scale items. Subsequently, we conducted two studies. In Study 1, we used a sample of 219 university students in the Netherlands to conduct an exploratory factor analysis. We determined the reliability, as well as criterion and convergent validity of the entire scale and the retained factors. In Study 2, we used a sample of 247 respondents in the United States to conduct a confirmatory factor analysis and replicate the results of the reliability and validity analyses. Based on Study 1, we kept 20 items. In both studies, the overall CRS scale as well as its subscales for Personality Recognizability (CRS-p), Attitudinal Recognizability (CRS-a), and Experiential Recognizability (CRS-e) showed a good internal consistency. They also showed criterion validity through an association with perceived similarity. Finally, the CRS and its subscales correlated positively with media engagement and exposure measures, thus demonstrating convergent validity.
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Innovation is crucial for higher education to ensure high-quality curricula that address the changing needs of students, labor markets, and society as a whole. Substantial amounts of resources and enthusiasm are devoted to innovations, but often they do not yield the desired changes. This may be due to unworkable goals, too much complexity, and a lack of resources to institutionalize the innovation. In many cases, innovations end up being less sustainable than expected or hoped for. In the long term, the disappointing revenues of innovations hamper the ability of higher education to remain future proof. Against the background of this need to increase the success of educational innovations, our colleague Klaartje van Genugten has explored the literature on innovations to reveal mechanisms that contribute to the sustainability of innovations. Her findings are synthesized in this report. They are particularly meaningful for directors of education programs, curriculum committees, educational consultants, and policy makers, who are generally in charge of defining the scope and set up of innovations. Her report offers a comprehensive view and provides food for thought on how we can strive for future-proof and sustainable innovations. I therefore recommend reading this report.
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