Honors Project--Smith College, Northampton, Mass., 2010. / Includes bibliographical references (p. 32-39).

This thesis is aimed at getting a better understanding of drinking games as a social phenomenon. Data has been collected in form of individual interviews with five students that has been taken part of drinking games. The focus of this study is to understand what function the games and the drinking they involve have for the students. Randal Collins theory of interactional rituals combined with Robert Mertons concept of sociological ambivalence is applied to analyze how the students construct meaning relating to the phenomenon drinking games. The results indicate that the games serve as a gathering point at a social event, and provides a way for participants to interact and socialize that eases the otherwise uncomfortable feeling that can be experienced when meeting new people. The alcohol seems to have a central role in the games as an investment for the players, at the same time as it helps them to get  intoxicated. The games thereby become a convenient solution for the partying students that wants to get drunk and socialize together. But the ritualistic perspective also helps to uncover two secret rules that must be followed to take part of the ritual in the “right” way.

This study draws on cultivation analysis (Gerbner, 1969) to explore the interrelating factors concerning the role of media in young people’s consumption of alcohol at a south-eastern Nigerian university. Nigeria has the second highest alcohol consumption in Africa. Traditionally, drinking spaces were dominated by adult males for socio-cultural reasons but in contemporary Nigeria there is increasing concern that younger men and women are now also drinking harmfully. Qualitative interviews were conducted with 22 male and 9 female undergraduate students (aged 19-23 years) to explore the ways in which media consumption shapes their drinking behaviour. Whilst young people’s consumption of both local and foreign media was high and gendered, one key motivation for using alcohol was aspirational, particularly among those who consumed Hollywood films. Many of the participants who consumed Hollywood films may have learned to associate heavy consumption with high social status. Importantly, this thesis demonstrates that although local films portray alcohol in a mainly negative light, this also motivates young people to drink as they learn how to use alcohol to ameliorate anxiety or depression. Young people’s drinking patterns were found to be gendered, underscoring a resilient socio-cultural belief in which men see alcohol as good for males while women believe that it should not be confined to men. Consequently, the women employed male-gendered drinking behaviours such as heavy drinking to develop social capital. At the same time, both male and female participants discussed taking part in risky sexual behaviour but the outcomes differed for males and females, with this behaviour being more stigmatised in women. Alcohol advertising and promotion were found to be highly influential because they encourage brand preference and brand allegiance, actively facilitate change of brand, and lead to excessive consumption amongst male and female participants. Although the participants confirmed that promotional activities facilitate alcohol misuse, they argued that promotions should not be regulated because promotional prizes alleviate poverty. This study furthers the discussion on cultivation theory by demonstrating that heavy television viewing cultivates alcohol consumption among this population and it contributes to cultivation and audience research by revealing that negative portrayals can also influence young people. This study’s findings can inform educational campaigns and policy formulation in Nigeria, particularly those that tackle alcohol availability, heavy episodic drinking and risky sexual behaviour; and those that encourage media literacy and more positive and equal relationships between women and men.

College student alcohol use is a major public health concern in the United States due to high personal (e.g., risky sexual behavior, alcohol poisoning) and societal (e.g., driving under the influence) costs associated with this behavior. Drinking games have emerged as a significant influence on heaviness and frequency of college student drinking. The purpose of this study was to learn more about drinking games on college campuses using data from an intervention study targeting a primarily undergraduate student population of heavy drinkers. Specific research questions were: (1) What are the most common types of drinking games observed on a large state university campus?; (2) Are specific demographic and psychosocial variables related to playing drinking games and the choice of drinking game?; (3) Are there gender differences in drinking behavior?; (4) Are specific harmful behaviors (e.g., drunk driving) related to playing drinking games and the choice of drinking game? Research questions were addressed using a secondary data analysis conducted with baseline data from an intervention study targeting heavy drinkers using university health services at a large state university (n = 363; NIAAA grant #1 U18 2AA015673- 0l). Data were collected using a self-administered questionnaire. Demographic (age, gender, ethnicity, grade level, GPA), psychosocial data (church attendance, significant life event, stress level, depressed/hopeless, loss of pleasure) and harmful behaviors (fighting, not do homework, miss school or work, driven after 3 or more drinks, ridden with someone who drank 3 or more drinks, regrets) were collected using close ended items. Drinking game data were collected using a free response measure (respondents listed up to 5 drinking games they regularly played). Additionally, drinking behaviors (age first use alcohol, in high school how many days in 30 drink 4-5 drinks in a row, currently how many days in 30 drink 4-5 drinks in a row, in past 30 days greatest amount of drinks in a row, in typical week how many days drunk) were also collected using a free response measure. In preparation for data analysis, drinking game data were coded using 6 categories identified by Bosari, et al (2004; motor skills, verbal skills, gambling, media, team, consumption) and an additional category, board (board games). Research questions were addressed using descriptive statistics, chi-square tests. The results of this study indicate that 7 6% of the respondents play drinking games. Of those who play drinking games motor skills games (Beer Pong 70.3%), gambling games (Circle of Death (34.8%), F*** the Dealer (14.5%), and A **hole (10.9%)), and team games (Flip Cup 38.8%) were the most common types of drinking games. Gender, age, educational year, and ethnicity were all associated with type of drinking game (p < .05). Depression and feelings of hopelessness lasting at least 30 days was significantly associated with an increased likelihood of involvement in consumption games and attending religious services was associated with a decreased likelihood of involvement in consumption games (p < .05). Harmful behaviors were significantly associated with participation in drinking games (p < .05). As freshman and younger persons were more likely than others to play the different types of drinking games and the five most popular drinking games tl\is places them at risk for accidents, injury or death. Colleges and Universities need to provide programs to incoming freshman educating them about the risks involved in heavy or frequent alcohol consumption. Additionally, "don't drink and drive" campaigns must become stronger and include a "don't ride with someone who is driving drunk" component because almost 60% of respondents have driven a motor vehicle after having 3 or more drinks and 71.4% have ridden in a motor vehicle with someone they knew had three or more drinks. Finally, as 25% of the respondents started drinking before the age of 15, early intervention is needed to educate children about alcohol and the risks of heavy and frequent drinking. An alcohol awareness program should be started for elementary school children in the same way stop smoking programs have been implemented at early ages.