Literaturnachweis - Detailanzeige
| Autor/inn/en | Coleman, Toni; Soley, Lawrence |
|---|---|
| Titel | Bringing Multiculturalism to Journalism and Communication Programs. |
| Quelle | (1995), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrators; Advisory Committees; Cultural Awareness; Cultural Differences; Curriculum Research; Higher Education; Journalism Education; Multicultural Education; National Surveys; Racial Bias; School Surveys; Speech Communication |
| Abstract | At the AEJMC (Association for Education in Journalism and Mass Communication) convention, concern was voiced about the news media's ability to present fair and accurate news about minorities. Accordingly, a study examined whether college journalism and communication departments have established multicultural committees to establish and implement diversity goals. The study also compared schools with and without cultural diversity committees to see whether the committees do help in setting and achieving goals. Questionnaires were first sent to administrators to ask about the existence of committees in charge of multiculturalism; then a followup survey was sent to the chairs of the committees. Of the 370 questionnaires initially mailed to administrators, 246 were returned; 205 reported that they did not have curriculum diversity committees. Of the 40 followup questionnaires sent to chairs of diversity committees, 12 were returned. Of the 40 questionnaires sent to a control group of administrators whose institutions did not have diversity committees, 9 were returned. Of the 12 from committee chairs, 2 denied the existence of the committee, suggesting it existed just on paper. At the 10 institutions with functioning committees, these committees merely had advisory powers; none had the power to change curricula. Two of the 10 institutions reported that their committees had developed a reference list of reading and audio-visual materials, had brought multicultural speakers to their school, and were involved in course enrichment. (TB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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