The Lantern, 2020-2021

One Thousand and One is Never Enough • House on Hazel Ave. • Crooked Men at Crooked Alley • Home • Honeybee • The Witch\u27s Daughter • Traveling to Reyu • December 31st, 2019 • The Dominator Rolls the Dice Again • Red Flowers • Military Ball • Drowning in Color • Early Bird • Introspection • Hot Water • Reaching Into Space • Floating Marigolds Before COVID-19 • Smokestack 4 • Longing • His Fifth Year on Amstel Road • Wonderful Moments • Clean Glass • Betty, the Debutante • Teakettles Have it Easy • Fuimos, Somos y Seramos Parte de la Historia de la Isla • Kitchen Table • She Couldn\u27t • Cooling Down • Not so Precious Stones • Domestic Wild • Violet Eater • I Will be Sweet • Flavor of Life • Clogged Artery • All Twenty-Six • The Greatest • From Ashes of War to Golden Cities • A Good Thing • Introduction • Devotion • Life of the Gambler • Impressions: Or a Dining Table\u27s Soliloquy • Looking Glass • Montgomery Pie • Under the Hill • Paperback Lesbian • Girl With Pearl Earring • Your Mirror • Jacket • Illusions • Strawberry Girl (Raw Sugar, Shattered Glass) • I Don\u27t Jam With Instagram • The Morning After Saturday • A Brisk Monday Morning • Emergence • Politeness and Pattern Recognition • Douglas Adams\u27 Guide to Florida • A Love Story With Femininity • Roots • Dysmorphia IIIhttps://digitalcommons.ursinus.edu/lantern/1189/thumbnail.jp

How the Netflix Movie Circle Constructs Stereotypes, American Values and Identity Within American Society

Media has the ability to create facades and other images for their audiences that can construct society’s perceptions as well as society itself. This overwhelming potential for manipulation brings to question what exactly the media are teaching their audiences. With this in mind, I chose to delve into a particular piece of media that provides a large representation of American society in a very direct way. I will be doing an interpretive analysis of the Netflix movie Circle and understanding how this film constructs society’s perception of identity, stereotypes and American values

Fake Views? Whether, When and Why Conservative Students Express Authentic Political Views on Campus

Research suggests that some right-leaning students tend to self-censor in college classrooms and campuses, denying both themselves and their classmates the potential educational benefits of honest, open dialogue. But little research has examined why conservative students make the decisions they do about whether and how to express their political views. To explore this issue, I interviewed twenty self-identified right-leaning college students from three colleges/universities in southeast Pennsylvania about their thoughts on and experiences with political expression on campus. This paper offers insights into how these conservative students determine when and whether to express their political beliefs; their recollections of their direct experiences with doing so; their perceptions of the boundaries of acceptable debate in college; and their beliefs about their professors’ and peers’ perceptions of them. I offer recommendations for how discourse on campus might be conceived or approached differently by various participants

Fake Views? Whether, When and Why Conservative Students Express Authentic Political Views on Campus

Research suggests that some right-leaning students tend to self-censor in college classrooms and campuses, denying both themselves and their classmates the potential educational benefits of honest, open dialogue. But little research has examined why conservative students make the decisions they do about whether and how to express their political views. To explore this issue, I interviewed twenty self-identified right-leaning college students from three colleges/universities in southeast Pennsylvania about their thoughts on and experiences with political expression on campus. This presentation offers insights into how these conservative students determine when and whether to express their political beliefs; their recollections of their direct experiences with doing so; their perceptions of the boundaries of acceptable debate in college; and their beliefs about their professors’ and peers’ perceptions of them. I offer recommendations for how discourse on campus might be conceived or approached differently by various participants