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ERIC Number: EJ1085458
Record Type: Journal
Publication Date: 2016
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1740-4622
EISSN: N/A
Who's in the Picture: Comparing Census Data with Newspaper Coverage
Hill, Myleea D.
Communication Teacher, v30 n1 p1-5 2016
Discussions of what images are portrayed in newspapers and their proportion in comparison to the actual census data provide an opportunity for consideration of how the agenda setting and framing theories of media could affect perceptions of a community and population. In the exercise described here, students are expected to learn a research skill in content analysis, as well as consider cultural norms in a new framework, as this activity highlights current and deep-seated social issues. Seeing "black and white" numbers leads students to evaluate important cultural issues in a new light--often issues that they had not previously studied but now are investigating first hand. Students gain significant information about how race and gender are portrayed in the media, along with learning a specific and transferrable research skill. As a single or multiple class activity (depending on the length of the class period), the aims of this assignment are to increase the student's ability to apply content analysis methods in an actual media context, to develop an understanding of the agenda setting/framing function of the press, and to analyze the portrayal of gender and diversity in media. The activity can be completed in one class period if the class is at least 1:15 minutes long, but at least two class periods are recommended. Alternatively, the instructor could introduce each of the three sections with a brief lecture and then complete the activity over a three-class period span.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A