No abstract

Journalism 6. Mass Communication Educator Research seeks contributions that support a community of faculty and student discovery; the acquisition of knowledge and skills; and their creative application to issues of import, both within and beyond classroom and Web site. The journal focuses on learning and teaching, curriculum, educational leadership, and related exploration of higher education within a context of journalism and mass communication. Submissions may draw from a variety of theoretical approaches and methodological perspectives and should introduce readers to new questions, new evidence, and effective educational practices.Scholarship is encouraged that is grounded in knowledge about the complexity of learning and respectful of student needs for multiple paths toward understanding; rooted in the disciplinary content of the professional and academic specialties we ask our students to master; and cognizant of the discipline's long-standing commitment to the arts of liberty, not through vague aphorisms, but as solutions to educational, civic, and public needs.

This study employs a framing analysis of media explanations regarding public support for President Clinton during the 1998 coverage of the Monica Lewinsky scandal. An analysis of broadcast, newspaper, and magazine stories during the scandal reveals that media coverage of support for the President focused exclusively on African Americans. Five discursive frames were used to explain African American support: morality, political pragmatism, distrust of the criminal justice system, forgiveness/redemption, and Clinton's rapport with African Americans. Although these frames construct blackness using a variety of characteristics seldom found in the media, they also construct the concept of blackness in near universal and essentialist terms. Media explanations of Black support at the expense of explanations of White support (or lack thereof) for the President reinforce a racial hierarchy whereby whiteness serves as an invisible racial norm.