Journalism and Mass Communication Textbook Representations of Verbal Media Skills: Implications for Students with Speech Disabilities

National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: http://digitalcommons.uri.edu/jmle/

Y

18

Speech Impairments; Journalism; Communications; Textbooks; Verbal Communication; Disabilities; Best Practices; Broadcast Industry; Mass Media; Socialization; Content Analysis; Textbook Content; Summative Evaluation; Qualitative Research

2167-8715

This study examines representation of disabilities by conducting a qualitative content analysis of how 41 journalism/mass communication textbooks frame the ideal standards of verbal communication for media professionals. Textbooks are integral to students' understanding of professional norms and may influence career decisions. Results show that textbooks rarely address the topic of speech disabilities, describing them as "roadblocks to success." Instead, authors often address best practices in broadcast voicing and the value of projecting confidence in interviews and press conferences. What are the explicit and implicit messages for students with speech disabilities such as stuttering? We argue that such framing is a critical media literacy issue because it addresses media diversity and access.

As Provided

78

2017

EJ1160474