A New Instrument to Measure Diversity in the Curriculum

Endres, Kathleen L.; Lueck, Therese L.

doi:10.1177/107769589805300110

Cited by 4 publications

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“…To help efforts to link accreditation to diversity, Endres and Lueck (1998) proposed an instrument by which programs could assess diversity in attitude, outlook, and practice. Dickson (1993, 1995) and Rawitch (1996) provided ways that educators could bring diversity education to all students, sensitizing them to racism in the news as well as overcoming stereotypes (Lester, 1997).…”

Section: Journalism Educator 1990s: Diversity Becomes a Requirement Omentioning

confidence: 99%

“…Diversity had evolved to become an integral part of ACEJMC unit accreditation (Christ & Henderson, 2014; Endres & Lueck, 1998) moving journalism programs to renewed efforts for minority recruiting. There were persistent signs of inequality in 2013, even as one study showed HBCUs producing about 80% of the African American media professionals who graduated from colleges or universities (Crawford, 2013).…”

Section: Jmce 2010 To Today: Stability and Incremental Improvementmentioning

confidence: 99%

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Journalism Education in Black and White: A 50-Year Journey Toward Diversity

Wilkinson

Davie

Taylor

2020

Journalism & Mass Communication Educator

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The struggle for equality in journalism education for African Americans raises questions about how the government, news media, and educators worked together to realize the principles of civil rights. Certain milestones over the past 50 years can be charted through the collective scholarship of this journal’s pages. A careful look back reveals how goals of diversity were achieved or frustrated through reports on pedagogy, enrollment, technology, and trends in scholarship. Looking through the prism of Journalism & Mass Communication Educator ( JMCE) offers a telling explanation of how journalism education moved away from segregation, and how the complicated relationship between predominantly White institutions (PWIs) and Historically Black Colleges and Universities (HBCUs) played a role in this journey.

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Section: Journalism Educator 1990s: Diversity Becomes a Requirement Omentioning

confidence: 99%

Section: Jmce 2010 To Today: Stability and Incremental Improvementmentioning

confidence: 99%

Journalism Education in Black and White: A 50-Year Journey Toward Diversity

Wilkinson

Davie

Taylor

2020

Journalism & Mass Communication Educator

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“…In terms of educational outcomes, these measures tapped students' knowledge and comprehension of concepts, according to Bloom's taxonomy.34 Two graduate students coded the responses, assigning points for correct answers. The top score a student could achieve was 11 points. Intercoder reliability using Krippendorf's a (nominal) was T 1 = -72 and T2 = .70.…”

Section: Dependent Measuresmentioning

confidence: 99%

Assessing Cross-cultural Learning and the Effects of Personality and Negative Attitudes on Journalism Students' Knowledge

Len‐Ríos

Perry

2009

Journalism & Mass Communication Educator

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This study uses a pre-test/post-test design to assess student learning of cross-cultural journalism principles and to determine if students with intolerant personality types (RWA and SDO) learn differently. Findings show that knowledge increased from Time 1 to Time 2. Personality type was associated with beliefs about diversity's importance to industry, but not to knowledge. As journalists set the tone for conversations about class, race, and gender, it is of consequence to understand how students enter these conversations.

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“…Consequently, these spaces deserve scrutiny. Much of the research on diversity and journalism education (Becker et al, 2006;Endres & Lueck, 1998;Manning-Miller & Dunlap, 2002) conflates the bodies of students of color as the solution for improved news coverage of racial groups (Baldasty et al, 2003;de Uriarte, 2004de Uriarte, , 2005Deuze, 2006;Glasser, 1992). Because nearly 70 percent of journalism students are white (Lehrman, 2002), and are trained predominantly by white professors (de Uriarte, 2004), the contention is that without students of color embodying an alternative perspective, white students will not develop multiperspectival views (Kern-Foxworth & Miller, 1993).…”

Section: Introductionmentioning

confidence: 99%

A Critical Race Counterstory: Chicana/o Subjectivities vs. Journalism Objectivity

Alemán¹

2017

Taboo

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This essay employs a critical race counterstory to problematize how traditional journalism pedagogy's conflation of diversity and integration curbs the presumed aptitude for improved coverage of racial and ethnic communities linked to students of color. The instructional material used to teach objectivity to mass communication students, student newspaper articles, as well as personal, professional and communal knowledge inform this composite narrative about the fictional experiences of two undergraduate students of color enrolled in a college news writing course. The tale edifies the way objectivity in journalism practice functions to perpetuate an unnamed system of whiteness that ultimately stifles that craved acuity attributed to students of color. Journalism educators are urged to re-image their pedagogy in six ways in order to draw in the racialized perspectives of underrepresented students symbolized by the main characters in the counterstory-ultimately affecting positive change in the reporting practices of all journalists.

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A New Instrument to Measure Diversity in the Curriculum

Cited by 4 publications

References 0 publications

Journalism Education in Black and White: A 50-Year Journey Toward Diversity

Journalism Education in Black and White: A 50-Year Journey Toward Diversity

Assessing Cross-cultural Learning and the Effects of Personality and Negative Attitudes on Journalism Students' Knowledge

A Critical Race Counterstory: Chicana/o Subjectivities vs. Journalism Objectivity

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