Buying Me Love: 1980s Class-Clash Teen Romances

“You Look Good Wearing My Future”: Resisting Neoliberalism in John Hughes's Pretty in Pink and Some Kind of Wonderful

“…David Ansen has described the film as “a Marxist ‘Romeo and Juliet’ in which the warring clans are the haves and have‐nots of a Midwestern high school” (qtd. in Shary, “Buying Me Love” 571). In the article, “Buying Me Love: 1980s Class‐Clash Teen Romances,” Shary analyzes the spatial divide between the rich and poor in the film, arguing that “the wealthier character [Blane] does not have to abandon his class privilege as much as he simply has to denounce it, and the poor character [Andie], … dismisses the abuse she has suffered because she still thinks their love transcends class lines” (573).…”

The Aesthetic Pleasures of Girl Teen Film

“…that followed the financial success of Clueless (Heckerling, 1995). 1 (See for example: Doherty, 2002;Lee, 2010;Lewis, 1992;Kaveney, 2006;Shary, 2002Shary, , 2003Shary, , 2011. Rather than spreading the analysis thinly across decades and situating films historically, or 'explaining' them according to period specificities (though these do exist and are sketched out throughout the thesis) the intention of keeping to a fixed, very recent past is to maintain the emphasis on what the films do: on how they are designed to make us feel, instead of how they represent a particular time.…”

“…(Ibid: 3) ! Timothy Shary's (2002Shary's ( , 2003Shary's ( , 2005Shary's ( , 2011 work on teen film explicitly follows on from Considine, analysing teen films in regards to how realistically he sees them to represent young people and concurrently creating value judgements based on whether films pertain to 'appropriate' moral standards. Shary's concluding comments in 'Teen Films: The Cinematic Image of Youth ' (2003: 511), provide an illustration of this approach as he considers the future of the genre:…”

Attitudinal and behavioral resistance: A marketing perspective

“…Emotional resistors were also those who were vulnerable to questions of “deflowering” and sexuality (Litton, ; Shary, ). Claire highlights the complexities of negotiating the rhetoric and reality of prom (Zlatunich, ) and exposes the vulnerability that associates with transition rituals:

My boyfriend and I had broken up a month and a half before prom and I wasn't going to find anyone else to go with—I'd been dating him for a long time.

…”

“…This is evident in Kates' () study, where individuals reject certain brands they perceive as negatively characterizing a specific group; advocating anti‐gay ideologies. As expectations associated with prom can intensify questions relating to identity and sexuality (Shary, ) and because gender and sexuality norms are often expressed and reiterated in the media (e.g., Stole, ; Schroeder and Zwick, ), this is suggestive of how and why resistance to specific ritual events can develop. Nuttall and Tinson () also examined how those who attended the prom perceived non‐attendees in the UK.…”