NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED400558
Record Type: Non-Journal
Publication Date: 1996-Oct
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The State of Diversity in the Curriculum of the Nation's Journalism and Mass Communication Programs.
Burt, Elizabeth V.
To assess the current state of diversity in the curriculum, journalism and mass communication programs across the country were surveyed as to how they treat minorities and how they deal with diversity in the curriculum--in separate courses, integrated into existing courses, or in a variety of options in which students are exposed to diversity issues. Respondents were asked specifically if separate courses were offered dealing with a number of groups: women, African Americans, ethnic minorities, and Gays and Lesbians, with special attention to courses in journalism and mass communication history. Respondents were also asked to list any other courses that spent time dealing with any of these issues, how many students enrolled in the class, and how often it was offered. Surveys were mailed to chairs or directors of 421 schools and departments in the United States listed in the Association of Education in Journalism and Mass Communication (AEJMC) directory. Responses were received from 72, for a response rate of 17.5%. The 72 respondents reported an enrollment of nearly 22,000 students; 13,000 in public institutions and 9,000 in private institutions. The majority of the respondents (54) reported they did offer at least one course addressing diversity and minority topics, but that enrollment was usually low, the average being 15 per class. The greatest number of courses offered dealt with gender issues in the media, followed by those devoted to African Americans or race issues. No overall changes or trends were reported. (Contains 8 notes and an appendix listing schools surveyed.) (NKA)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A