When Do Journalists Learn about Ethics? An Examination of Introductory and Graduating Students' Ethical Perceptions

Abstract

A survey (n = 212) of broadcast and print journalism students at a large Midwestern university compared ethical perceptions of introductory journalism students to graduating students. Results generally indicate that introductory students appear more ethically grounded than graduating students, who through practical newsroom experience were able to move from ethical theory to practice. It appears the more student journalists gain practical experience the less absolute their ethical perceptions, which is consistent with moral and ethical development theory. Practical experiences of internships and course lab work provide graduating students a more complex approach to ethical decision making and generate alternative viewpoints that go beyond ethical codes.

Advertising Student Interns: Career Preferences and Ethical Issues

“…In a study of professional journalists and journalism students, Hanson (2002) reported that both news directors and news students agree that "the workplace is the best laboratory to learn about journalism ethics, followed by student internships, co-curricular activities, and classroom instruction." According to Reinardy and Moore (2007), who surveyed 212 broadcast and print journalism students at a large Midwestern university, internships for journalism students provide a time for professional and ethical behavior to be learned through "on-the-job experiences, newsroom learning, and through socialization." The authors reported that younger students who had only classroom exposure to ethics "appear more ethically grounded" than graduating students who had held internships, and concluded that "it appears the more student journalists gain practical experience, the less absolute their ethical perceptions" (p. 161).…”

“…With journalism students, studies have found that practical experiences like internships "provide graduating students a more complex approach to ethical decision making and generate alternative viewpoints that go beyond ethical codes" (Reinardy & Moore, 2007, p. 161). An intern may encounter ethical situations in the workplace that "fall outside the sanitized classroom of ethical theory" (Reinardy & Moore, 2007). Journalism students who had completed an internship were more likely to answer "it depends" to an ethical situation than introductory students who answered in absolutes, indicating that the students with internships may better understand the complexity and importance of circumstance in ethical dilemmas (Reinardy & Moore, 2007).…”

Teaching Collegiate Journalists How to Cover Traumatic Events Using Moral Development Theory

“…It is necessary to note that socialization is an important part of moral development for journalists (Reinardy & Moore, 2007). Although moral development and moral reasoning are often treated as purely individualistic, the importance of social context should not be ignored (King, 2009).…”

“…Although moral development and moral reasoning are often treated as purely individualistic, the importance of social context should not be ignored (King, 2009). Socialization is an important part of induction into a profession, as those who have experienced the journalism field can impart lessons as they share their own stories and insights into their development as journalists (Reinardy & Moore, 2007). Through their stories, seasoned journalists can offer collegiate journalists glimpses into the dilemmas they have faced, and the choices they made in those moments.…”

Challenges of Media Ethics Education in Lebanon in the Midst of Political and Economic Pressure

“…Meadows (2001) concluded that one of the major problem areas affecting ethical application to journalistic practices is that most of journalism education relies on traditional teaching methods such as “note taking” and lectures where students are mostly passive. To make teaching more interactive and effective, Brislin (1992) encourages “critical thinking strategies to transform the student from a passive container to a direct participant in knowledge.” As he sees it, students should be given “the prospects to practice their ethical decision-making skills in real-world scenarios in order to boost their ethical growth” (Reinardy & Moore, 2007). Rossouw (2002) concludes that one of the main objectives of ethics education is to enhance moral reasoning among students, defining moral reasoning as the aptitude to compare, weigh, and assess different ethical perspectives.…”