So probably a good place to start is what the American Top 40 is. More than likely on an given Saturday or Sunday, if you're an avid true FM radio listener, you will hear the all to familiar voice of Ryan Seacrest counting down the top 40 most played songs in America. Yes, this means that there is rhyme and reason to why the same song is being played every hour on every possible station.
The good thing about constant airplay is that those really catchy tunes keep repeating and for those long Texas drives, this kind of activity is prime (especially if your cassette deck doesn't work and you don't have an aux cable port). At the same time, if you further examine exactly what those catchy hooks are referring to and what they say about certain aspects of identity, the all to catchy melodies are actually accentuating stereotypes and roles our daily life identities may not agree with.
The following list provides my own interpretations of how gender is depicted in some of the most overplayed songs in the country and what messages may come from the surface level of these songs. What's so interesting about music is that for most college students, music is usually how they will "define their life." I'm guilty of using this phrase myself; however, in critically thinking about the language and undertones that certain songs have, I would certainly hope that music does not "define" the lives of students. At the same time, I do believe that use of music to help build rapport, as well as to use in teachable moments, can be a great way to connect students to critically and consciously think about the concepts of intent vs. impact, and how language and action serve to be a means of "defining their life."
In regard to implications for students affairs professionals, as mentioned before music is probably one of the most common and easiest ways subliminal messages are received in society. Especially as pop artists are frequently marketed toward younger audiences, our students come in with these notions of what the "party culture" should include, as well as what physical perceptions of gender roles students might feel pressured to mimic. Admittedly, for professionals too, we may find a popular radio song catchy, as well as the fact that during the work day songs playing from our computers may also be sending out these unintentional messages. As opposed to avoiding these situations all together, instances surrounding trendy music or music videos can serve a greater purpose for opening up conversations with students about these gender and sexuality topics in a more organic and casual way. While I think the training that goes into graduate work on these topics is helpful in providing a set time and place to discuss these topics, these kinds of conversations can realistically happen at anytime, and by slowly introducing them into common conversation based on relevant topics, I think a greater awareness in students will come about.
One of the coolest things about pop culture is that society constructs it, and as a training ground for the rest of students' lives, college helps construct what ideas and opinions they may have. In being personally aware of our own biases and attitudes, as well as what current culture constructions tell us, we can help re-shape and re-construct new ideals for the future in the way that we create opportunities for students. While I don't feel our job is to tell students what to believe or how they should view things, we can provide thought-provoking questions and spaces to respond, question, and re-evaluate. Before action can effectively take place, their needs to be a change in mindset or recognition that change needs to take place. If we do not get the conversation started or at least the seeds planted for thinking about how gender roles and sexuality are portrayed, there can't be change.