Resources for Teaching About Diversity, Equity, &

Inclusion in the Public Relations Classroom

Prepared by

CPRE’s Diversity, Equity, & Inclusion Committee

Fall 2023
 Inventory of DEI Readings

Books and Book Chapters

Aldoory, L., & Toth, E.L. (2021). The future of feminism in public relations and strategic
communication: A sociological model of influences. Rowman & Littlefield.
Banaji, M. R., & Greenwald, A.G. (2016). Blindspot: Hidden biases of good people. New York:
Bantam Books.
Banks, S. P. (2000). Multicultural public relations: A social-interpretive approach. Ames, IA:
Iowa State University Press.
Bardhan, N., & Gower, K. (2022). The role of leadership in building inclusive diversity in public
relations. Taylor & Francis.

Bardhan, N. & Weaver, C.K. (Eds). (2011). Public relations in global cultural contexts: Multi-
paradigmatic perspectives. New York: Routledge.
Bhawuk, D. P. S., & Triandis, H. C. (1996). Diversity in the workplace: Emerging corporate
strategies. In G. R. Ferris &M. R. Buckley (Eds.), Human resource management: Perspectives,
context, functions, and outcomes (pp. 84–95). Englewood Cliffs, NJ: Prentice Hall.
Branche, J., Mullennix, J. W., & Cohn, E. R. (2007). Diversity across the curriculum: a guide
for faculty in higher education (Branche, J. W. Mullennix, & E. R. Cohn, Eds.). Anker
Publishing.
Brief, A.P. (Ed.). (2008). Diversity at work. Cambridge, UK: Cambridge University Press.
Cross, E. (2000). Managing diversity–the courage to lead. Westport, CT: Quorum Books.
Curtin, P.A., & Gaither, T.K. (2007). International public relations: Negotiating culture,
identity, and power. Thousand Oaks, CA: Sage.

D’Angelo, Anthony, ed. (2022). 75 Years of Impact and Influence – People, Places and
Moments in Public Relations History. New York, NY: Public Relations Society of America.

Daymon, C. & Demetrious, K. (2014). Gender and public relations: Critical perspectives on
voice, image and identity. New York: Routledge.

Dukes, O., with Ford, R., & Pettus, U.L. (eds.) (2017). Ofield: The Autobiography of Public
Relations Man Ofield Dukes. New York: PRMuseum Press, LLC.

Edwards, L. (2010). “Race”, in public relations. In R.L. Heath (ed.), TheSAGE Handbook of
Public Relations, 205-222. Thousand Oaks, CA: SAGE.
Edwards, L. (2011). Diversity in public relations. In L. Edwards & C.E.M. Hodges (Eds.), Public
relations, society and culture. Routledge.

Edwards, L. (2012). Critical race theory and public relations. In D. Waymer (ed.), Culture, social
class, and race in public relations: Perspectives and applications. Lanham, MD: Lexington
Books.

Edwards, L. (2014). Power, diversity and public relations. Routledge.

Edwards, L. (2018). Understanding public relations: Theory, culture and society. SAGE.

Edwards, L., & Hodges, C (Eds.) (2011). Public relations, society and culture: Theoretical and
empirical explorations. Abingdon, England: Routledge.
Ferdman, B. M., & Deane, B. R. (2014). Diversity at work: The practice of inclusion. San
Francisco, CA: Jossey-Bass.
Freberg, K. (2022). Social media for strategic communication: Creative strategies and research-
based applications. 2nd ed. Thousand Oaks, CA: Sage.
Frost, S. (2014). The inclusion imperative: How real inclusion creates better business and builds
better societies. Philadelphia, PA: Kogan Page.
Gay, G. (2000). Culturally responsive teaching: theory, research, and practice. Teachers
College Press.
Glasgow, N.A., McNary, S. J., & Hicks, C. D. (2006). What successful teachers do in diverse
classrooms: 71 research-based classroom strategies for new and veteran teachers. Corwin
Press.
Gower, K.K. (2022). Betsy Ann Plank: The makings of a public relations icon. Columbia, MO:
University of Missouri Press.
Grunig, L.A., Toth, E.L., & Hon, L.C. (2001). Women in public relations practice: How gender
influences practice. New York, NY: Guilford.
Haltinner, K. (2014). Teaching Race and Anti-Racism in Contemporary America: Adding
Context to Colorblindness (Haltinner, Ed.; 1st ed. 2014.). Springer Netherlands.
https://doi.org/10.1007/978-94-007-7101-7
Han, J., & Zatepilina-Monacell, O. (2023). Overcoming hurdles of gender and race: seasoned US
practitioners reflect on their career progressions in journalism and public relations. Atlantic
Journal of Communication, 1-16.
Healy, G., Kirton, G., & Noon, M. (2011). Equality, inequalities and diversity. Hampshire, UK:
Palgrave MacMillan.
Heuman, A.N. (2019). Students writing culture: Strategies for illuminating pluralistic voices
through critical intercultural communication pedagogy. In A. Atay & D. Trebing (Eds.), The
discourse of special populations revisited: Critical intercultural communication pedagogy and
practice. Routledge Press.

Heuman, A.N., & Giraldo, J.S. (2007). When did you first realize your cultural identity? Writing
about culture. In B. Hugenberg & L.W. Hugenberg (Eds.), Teaching ideas for the basic
communication course Vol. 11 (pp. 87-92). Dubuque, IA: Kendall/Hunt.

Kaplan, M., & Donovan, M. (2013). The inclusion dividend: Why investing in diversity and
inclusion pays off. Brookline, MA: Bibliomotion, Inc.

Kent, M.L., & Logan, N. (2020). Rhizomatous dialogue, organizational engagement, and
inclusion. In M.L. Doerfel & J.L. Gibbs (Eds.), Organizing inclusion. Routledge. (pp. 58-72).

Konrad, A. M., Prasad, P., & Pringle, J. K. (2006). Handbook of workplace diversity. Thousand
Oaks, CA: Sage.

Len-Ríos, M. E., & Perry, E. L. (2020). Cross-Cultural Journalism and Strategic

Communication: Storytelling and Diversity. Routledge.

Liswood, L. (2009). The loudest duck: Moving beyond diversity while embracing differences to
achieve success at work. Hoboken, NJ: John Wiley & Sons.
Livermore, D. (2016). Driven by difference: How great companies fuel innovation through
diversity. New York: AMACOM.
Livermore, D. (2015). Leading with cultural intelligence. New York: AMACOM
Logan, N. (2023). Public relations and the racial reckoning: Exploring race, activism and Black
Lives Matter. In Pompper, D., Place, K.R., & Weaver, C.K. (Eds). Routledge Companion to Public
Relations. Routledge.

Logan, N. (2023). Critical Race Theory, Identity, and Public Relations. Public Relations Theory
III: In the Age of Publics. In C. Botan & E. Sommerfeldt (Eds.), Public Relations Theory III: In
The Age of Publics. Taylor & Francis.

Logan, N. (2021). Breaking Down Barriers of the Past and Moving Toward Authentic DEI
Adoption. In Public Relations for Social Responsibility (pp. 3-17). Emerald Publishing Limited.

Lutzker, M. (1995). Multiculturalism in the college curriculum: a handbook of strategies and

resources for faculty. Greenwood Press.

Maiorescu, R., & Wrigley, B. (2017). Diversity in multinational corporations. New York:
Routledge.

Martin, D. (2020). Marilyn: A woman in charge – Marilyn Laurie’s life in public relations. New
York: PRMuseum Press, LLC.
Miller, F., & Katz, J. (2002). The inclusion breakthrough: Unleashing the real power of
diversity. San Francisco: Berrett-Koehler Publishers, Inc.

Mor Barak, M. E. (2013). Managing diversity: Toward a globally inclusive workplace (3rd ed.).
Los Angeles: Sage Publications.

Mundy, D.E. (2019). Diversity. In B.R. Brunner (Ed.), Public relations theory: Application and
understanding. WILEY Blackwell. (pp. 49-61).

Ni, L., Wang, Q., & Sha, B.L. (2018). Intercultural public relations: Theories for managing
relationships and conflicts with strategic publics. New York: Routledge.

Place, K.R. (2023). Organizational Listening for Diversity, Equity, and Inclusion. In K.R. Place
(2023). Organizational Listening for Strategic Communication: Building Theory and Practice.
Routledge.

Pompper, D. (Ed.)., (2021). Public relations for social responsibility: Affirming DEI commitment
with action. Emerald Publishing.
Pompper, D. (2018). Practical and theoretical implications of successfully doing difference in
organizations. Emerald.

Robertson, Q. (ed.) (2013). The Oxford handbook of diversity and work. New York: Oxford
University Press.

Rodriguez, A. (2002). Diversity as liberation (II): Introducing a new understanding of diversity

(The organizational experience in modern society). New York: Hampton Press.

Ross, H.J. (2013). Reinventing diversity: Transforming organizational community to strengthen

people, purpose and performance. Lanham, MD: Rowman & Littlefield Publishers.

Sanger, C.S. & Gleason, N. W. (2020). Diversity and Inclusion in Global Higher Education
Lessons from Across Asia (Sanger & N. W. Gleason, Eds.; 1st ed. 2020.). Springer Singapore.
https://doi.org/10.1007/978-981-15-1628-3
Saphiere, D. H., Mikk, B. K., & DeVries, B. I. (2005). Communication highwire: Leveraging the
power of diverse communication styles. Yarmouth, ME: Intercultural Press, 2005.

Sha, B. & Ford, R. (2007). Redefining “requisite variety”: The challenge of multiple diversities
for the future of public relations excellence. In E. L. Toth (Ed.), The future of excellence in
public relations and communication management (pp. 381-398). Routledge.

Singelis, T.M. (1998). Teaching about culture, ethnicity & diversity: exercises and planned
activities. Sage Publications.

Spector, S. & B. (2018). Diverse Voices: Profiles in Leadership. New York: PRMuseum Press,
LLC.
Sriramesh, K., & Verčič, D. (Eds.) (2009). The global public relations handbook: Theory,
research and practice (2nd ed.). New York: Routledge.

Steele, C.M. (2014). Whistling Vivaldi: How stereotypes affect is and what we can do. New
York: W. W. Norton & Co.

Syed, J., & Ozbilgin, M. (2015). Managing diversity and inclusion: An international perspective.
Los Angeles: Sage Publications.

Thiederman, S. (2013). The diversity and inclusion handbook. Bedford, TX: The Walk the Talk
Company.

Tindall, N., & Waters, R. (Eds.). (2013). Coming out of the closet: Exploring LGBT issues in
strategic communication with theory and research. New York, NY: Peter Lang.

Topić, M. (Ed.). (2022). Towards a new understanding of masculine habitus and women and
leadership in public relations. Routledge.

Vardeman, J., Tindall, N.T.J., Saad, N., & Smith, L. (2023). Revisiting intersectionality: The
stray, strain, and performativity of social identity dimensions in public relations over the past
decade. In Pompper, D., Place, K.R., & Weaver, C.K. (Eds). Routledge Companion to Public
Relations. Routledge.

Vardeman-Winter, J., & Tindall, N. T. (2010). Toward an intersectionality theory of public

relations. In R. L. Heath (Ed.) The Sage handbook of public relations (pp. 223-235). Sage.

Waymer, D., &, Heath, R. L. (2016). Critical race and public relations: The case of
environmental racism and risk bearer agency. In J. L’Etang, D. McKie, &, N. Snow (Eds.), The
Routledge handbook of critical public relations (pp. 313-326). Routledge.
Waymer, D. (2013). Minorities in public relations. In R.H. Heath (ed.), Encyclopedia of Public
Relations, 2nd ed., 638-639. Thousand Oaks, CA: Sage.
Waymer, D. (2012). Culture, Social Class, and Race in Public Relations: Perspectives and
Applications. Lexington Books.

Journal Articles
Arellanes, J.A., & Hendricks, M. (2021). Teaching Ethnic-Specific Coursework: Practical
Suggestions for Promoting Diversity, Equity, and Inclusion Within the Classroom. Teaching of
Psychology. https://doi.org/10.1177/00986283211013050
Ashby-King, D. T. (2023). Corporate social advocacy or social issues management? Examining
state flagship universities’ responses to the killing of George Floyd. Public Relations
Review, 49(3). https://doi.org/10.1016/j.pubrev.2023.102327

Auerbach, A. (2012, July). Teaching diversity: Using a multifaceted approach to engage

students. The Teacher, 45, 516-520.
Austin, L. L. (2010). Framing diversity: A qualitative content analysis of public relations
industry publications. Public Relations Review, 36(3), 298-301.

Barker, R.T., & Gower, K. (2010). Strategic application of storytelling in organizations: Toward
effective communication in a diverse world. Journal of Business Communication, 47(3), 295-
312. doi: 10.1177/0021943610369782
Bardhan, N. (2003). Creating spaces for international and multi (inter) cultural perspectives in
undergraduate public relations education. Communication Education, 52(2), 164-172.
https://doi.org/10.1080/03634520302473

Bardhan, N. R., & Engstrom, C. L. (2021). Diversity, inclusion, and leadership communication
in public relations: A rhetorical analysis of diverse voices. Public Relations Journal, 12(4).
https://prjournal.instituteforpr.org/wp-content/uploads/Bardhan_PRJ14.2-1.pdf
Bardhan, N., & Gower, K. (2020). Student and faculty/educator views on diversity and inclusion
in public relations: The role of leaders in bringing about change. Journal of Public Relations
Education, 6(2), 102-141. https://aejmc.us/jpre/2020/08/15/student-and-faculty-educator-views-
on-diversity-and-inclusion-in-public-relations-the-role-of-leaders-in-bringing-about-change/

Biswas, M., & Izard, R. (2010). 2009 assessment of the status of diversity education in
journalism and mass communication programs. Journalism & Mass Communication
Educator, 64(4), 378–394.
Bowen, S.A. (2009). “All glamour, no substance? How public relations majors and potential
majors in an exemplar program view the industry and function. Public Relations Review 35(4),
402-410.
Brooks, D.E., & Ward, C. J. (2007). Assessing Students’ Engagement with Pedagogies of
Diversity. Journalism & Mass Communication Educator, 62(3), 243–262.
https://doi.org/10.1177/107769580706200303
Brown, D., & Del Rosso, T. (2022). Called, committed and inspiring activism: How Black PR
guest speakers experienced the PR classroom during the COVID-19 and racial reckoning
academic year of 2020/2021. Journal of Public Relations Education, 8(2), 42-77.

Brown, K., Waymer, D., & Zhou, Z. (2019). Racial and gender-based differences in the
collegiate development of public relations majors: Implications for underrepresented recruitment
and retention. Journal of Public Relations Education, 5(1), 1-30.

Brown, K., Waymer, D. Fears, L. Baker, K. & Zhou, Z. (2016). Racial and gender-based
differences in the collegiate development of public relations majors. Tuscaloosa, AL: The Plank
Center for Leadership in Public Relations. Retrieved from http://plankcenter.ua.edu/wp-
content/uploads/2016/12/KB-Research.pdf

Brown, K., White, C., & Waymer, D. (2011). African-American students’ perceptions of public
relations education and practice: Implications for minority recruitment. Public Relations Review
37(5), 522-529. https://doi.org/10.1016/j.pubrev.2011.09.017

Brunner, B. (2005). Linking diversity and public relations in higher education. Prism 3.
Creedon, P. & Al-Khaja, M. (2005). Public relations and globalization: Building a case for
cultural competency in public relations education. Public Relations Review, 31(3), 344-354.
Chen, Y-W., & Lawless, B. (2018). Rethinking “Difficult” Conversations in Communication
Instruction From an Intercultural Lens: Pedagogical Strategies for “SWAP-ping” the
Communication Classroom. Communication Studies, 69(4), 372–388.
https://doi.org/10.1080/10510974.2018.1472117
Choi, Y., & Hon, L.C. (2002). The influence of gender composition in powerful positions on
public relations practitioners’ gender-related perceptions. Journal of Public Relations Research,
14(3), 229-263. doi.org/10.1207/S1532754XJPRR1403_4

Cooks, L.M. (2003). Pedagogy, performance and positionality: Teaching about whiteness in
interracial communication. Communication Education, 52, 245-257.

Curtin, P.A. & Gaither, T.K. (2005). Privileging identity, difference, and power: The circuit of
culture as a basis for public relations theory, Journal of Public Relations Research, 17(2), 91-
115.

De La Mare, D.M. (2013). Dialogue across lines of difference: Acknowledging and engaging
diverse identities in the classroom. Communication Teacher, 27(2), 71-75.

Diggs‐Brown, B., & Zaharna, R. S. (1995). Ethnic diversity in the public relations industry.
Howard Journal of Communications, 6(1-2), 114-123.

DiStaso, M.W., Stacks, D.W. & Botan, C.H. (2009). State of public relations education in the
United States: 2006 report on a national survey of executives and academics. Public Relations
Review 35(3), 254-269.

Dozier, D.M., Sha, B.L., & Shen, H. (2013). Why women earn less than men: The cost of gender
discrimination in U.S. public relations. Public Relations Journal, 7(1), 1-21. Retrieved from
https://prjournal.instituteforpr.org/wp-content/uploads/2013DozierShaShen.pdf

Edwards, L. (2013). Institutional racism in cultural production: The case of public relations.
Popular Communication 11(3), 242-256.
Edwards, S. (2021). Building solidarity with religious minorities: A reflective practice for
aspiring allies, accomplices, and coconspirators. Religion & Education, 48(3), 284-304.
https://doi.org/10.1080/15507394.2020.1815933

Endres, K.L., & Lueck, T. L. (1998). A New Instrument to Measure Diversity in the
Curriculum. Journalism & Mass Communication Educator, 53(1), 85–94.
https://doi.org/10.1177/107769589805300110

Farwell, T. M., Waters, R.D., and Chen, Z.F. (2022). "Revising SMART+IE: A Classroom
Activity for Increasing Diversity, Equity, and Inclusion in Communication
Campaigns." Advertising & Society Quarterly, 23(1), 2022. doi:10.1353/asr.2022.0004.

Flowers, A.A. (2020). Learning about diversity worldwide: How a social media writing
assignment provides students with multicultural perspectives. Journal of Public Relations
Education, 6(1), 85-98. https://aejmc.us/jpre/2020/01/21/learning-about-diversity-worldwide-
how-a-social-media-writing-assignment-provides-students-with-multicultural-perspectives/

Foeman, A.K. (2006). “Yo! What’s it like to be black?”: An exercise to help students deepen the
content of cross-cultural dialogue. Communication Teacher, 20(2), 40-43.

Gallicano, T. (2013). Millennials’ perceptions about diversity in their PR agencies. Public

Relations Journal, 7(2), 37-70.
Gallicano, T. D., & Stansberry, K. (2012). Assessment of a diversity assignment in a PR
principles course. Communication Teacher, 26(2), 115-128.
https://doi.org/10.1080/17404622.2011.643811
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher
Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003
Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70.
Doi:10.1111/curi.12002
Gayles, J.G., Kelly, B. T., Grays, S., Zhang, J. J., & Porter, K. P. (2015). Faculty Teaching
Diversity Through Difficult Dialogues: Stories of Challenges and Success. Journal of Student
Affairs Research and Practice, 52(3), 300–312. https://doi.org/10.1080/19496591.2015.1067223
Griffin, R.A., & Jackson, N.R. (2011). Privilege monopoly: An opportunity to engage in
diversity awareness. Communication Teacher, 25(1), 1-6.
Grunig, J. E. (2023). Public relations, social inclusion, and social exclusion. Journalism &
Communication Monographs, 25(2), 90-108. https://doi.org/10.1177/15226379231167120
Guo, S., Cockburn-Wootten, C., & Munshi, D. (2014). Negotiating Diversity: Fostering
Collaborative Interpretations of Case Studies. Business and Professional Communication
Quarterly, 77(2), 169–182. https://doi.org/10.1177/2329490614530464
Harris, A., & Leonardo, Z. (2018). Intersectionality, Race-Gender Subordination, and Education.
Review of Research in Education, 42(1), 1-27. https://doi.org/10.3102/0091732X18759071

Harris, T.M. (2004). Interracial communication. Communication Teacher, 18(4), 132-135.

Hatzios, A., & Lariscy, R. (2008). Perceptions of utility and importance of international public
relations education among educators and practitioners. Journalism & Mass Communication
Educator, 63(3), 241-258.

Hendrix, K.G., Jackson, R.L., & Warren, J.R. (2003). Shifting academic landscapes: Exploring
co-identities, identity negotiation, and critical progressive pedagogy. Communication Education,
52(3-4), 177-190.

Hendrix, K.G., & Wilson, C. (2014). Virtual invisibility: Race and communication education.
Communication Education, 63(4), 405-428.

Heuman, A.N. (2009). Exploring cultural identities: Renewing the family interview assignment.
Communication Teacher, 23(2), 99-104.

Hon, L. C., & Brunner, B. (2000). Diversity issues and public relations. Journal of Public
Relations Research, 12(4), 309-340.

Kahl, D.H. (2011). Autoethnography as pragmatic scholarship: Moving critical communication

pedagogy from ideology to praxis. International Journal of Communication, 5, 1927-1946.

Kim, S. (2022). DEI sensemaking and social identity signaling in public relations:
Recruitment of practitioners with marginalized racial and ethnic identities and queer identities
through DEI cues. [Unpublished doctoral dissertation]. University of Georgia.
Lee, Y., & Li, J. (2021). Discriminated against but engaged: The role of communicative actions
of racial minority employees. Communication Monographs

Lee, Y., Li, J., & Tsai, W. (2021). Diversity-oriented leadership, internal communication, and
employee outcomes: A perspective of racial minority employees. Journal of Public Relations
Research
Li, J., Lee, Y., & Tao, W. (2023). Community diversity climate impact on the wellbeing of Asian
Americans amid anti-Asian sentiment during the COVID-19 pandemic: The role of symmetrical
communication by local governments. International Journal of Communication
Li, J., Lee, Y., Xu, D., (2022). The role of strategic internal communication in empowering
female employees to cope with workplace gender discrimination. Corporate Communications:
an International Journal
Lee, Y., Tao, W., & Li, J. (2021). Motivations of online and offline activism against racism and
xenophobia among Asian-American publics during the COVID-19 pandemic. Telematics and
Informatics
Lee, Y., Li, J., Tsai, W. (2021). The role of strategic internal communication in workplace
discrimination: A perspective of racial minority employees. International Journal of Strategic
Communication, 15(1), 37-59.
Lee Y., Tao, W., Li, J., & Sun, R. (2020). Enhancing employees’ knowledge sharing through
diversity-oriented leadership and strategic internal communication during the COVID-19
outbreak. Journal of Knowledge Management, 25(6), 1526-1549.
Lee Y., Tao, W., Li, J., & Sun, R. (2020). Enhancing employees’ knowledge sharing through
diversity-oriented leadership and strategic internal communication during the COVID-19
outbreak. Journal of Knowledge Management, 25(6), 1526-1549.
Li, Q., Lee, Y., Tsai, S., & Tian, S. (2021). Coping with workplace racial discrimination: The
role of internal communication. Public Relations Review, 47(4)
Logan, N. (2011). The white leader prototype: A critical analysis of race in public relations.
Journal of Public Relations Research, 23(4), 442-457.

Logan, N., & Ciszek, E. (2021). At the Intersection of Race, Gender and Sexuality: A Queer of
Color Critique of Public Relations Habitus. Journal of Public Relations Research, 33(6), 487-
503.

Lunn Brownlee, J., Rowan, L., Ryan, M., Walker, S., Bourke, T., & Churchward, P. (2019).
Researching teacher educators’ preparedness to teach to and about diversity: investigating
epistemic reflexivity as a new conceptual framework. Asia-Pacific Journal of Teacher
Education, 47(3), 230–250. https://doi.org/10.1080/1359866X.2018.1555794

Luttrell, R. M., & Wallace, A. A. (2021). Shifting the paradigm-improving student awareness of
diversity, equity, and inclusion efforts through public relations campaigns. Journal of Public
Relations Education, 7(1), 200-209. https://aejmc.us/jpre/2021/05/29/shifting-the-paradigm-
improving-student-awareness-of-diversity-equity-and-inclusion-efforts-through-public-relations-
campaigns/
Madden, S., Brown, K., & Xu, S. (2019). Empowering the future practitioner: Postmodernism in
the undergraduate public relations classroom. Journal of Public Relations Education, 5(2), 105-
131. https://aejmc.us/jpre/2019/08/17/empowering-the-future-practitioner-postmodernism-in-the-
undergraduate-public-relations-classroom/
Majocha, K.L. & Mullennix, J. W. (2015). Shades of Grey: An Interdisciplinary Approach to a
Constructive Understanding of Diversity in the Communication Classroom. Qualitative Research
Reports in Communication, 16(1), 29–37. https://doi.org/10.1080/17459435.2015.1086418
Men, L. R., Qin, Y. S., Mitson, R., & Thelen, P. (2023). Engaging Employees Via an Inclusive
Climate: The Role of Organizational Diversity Communication and Cultural
Intelligence. Journal of Public Relations Research, 1-22.
Mundy, D. E. (2015). Diversity 2.0: How the public relations function can take the lead in a new
generation of diversity and inclusion (D&I) initiatives. Research Journal of the Institute for
Public Relations, 2(2), 1-35.

Mundy, D. E. (2016). Bridging the divide: A multidisciplinary analysis of diversity research and
the implications for public relations. Research journal of the institute for public relations, 3(1),
1-28.

Munshi, D., & McKie, D. (2001). Different bodies of knowledge: Diversity and diversification in
public relations. Australian Journal of Communication, 28, 11–22.

Muturi, N., & Zhu, G. (2019). Students’ perceptions of diversity issues in public relations
practice. Journal of Public Relations Education, 5(2). Retrieved from
https://aejmc.us/jpre/2019/08/17/students-perceptions-of-diversity-issues-in-public-relations-
practice/

Pascual-Ferrá, P. (2019). Thinking critically about fundraising: Using communication activism

scholarship to facilitate brainstorming and reflection in a public relations course. Communication
Teacher, 33(4), 239-243. https://doi.org/10/1080/17404622.2019.1575441

Place, K. R. (2022). Toward a framework for listening with consideration for intersectionality:
Insights from public relations professionals in borderland spaces. Journal of Public Relations
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Place, K., & Vanc, A. M. (2016). Exploring diversity and client work in public relations
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Place, K. R., & Vardeman-Winter, J. (2018). Where are the women? An examination of research
on women and leadership in public relations. Public Relations Review, 44(1), 165-173.
https://doi.org/10.1016/j.pubrev.2017.10.005
Pompper, D., & Jung, T. (2013). “Outnumbered yet still on top, but for how long?”: Theorizing
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Pompper, D. (2005). " Difference" in public relations research: A case for introducing critical
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Pompper, D. (2012). On social capital and diversity in a feminized industry: Further developing
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mathematics teacher conversations about issues of equity in the classroom. School Science and
Mathematics, 119(7), 405–416. https://doi.org/10.1111/ssm.12361

Taylor, M. (2001). Internationalizing the public relations curriculum. Public Relations Review,
27(1), 73-88.

Tindall, N.T. (2009). In search of career satisfaction: African-American public relations

practitioners, pigeonholing, and the workplace. Public Relations Review 35(4), 443-445.
Tindall, N. T. (2009). The double bind of race and gender: Understanding the roles and
perceptions of Black female public relations faculty. Southwestern Mass Communication
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Tindall, N. T., & Waters, R. D. (2017). Does gender and professional experience influence
students’ perceptions of professors? Journalism & Mass Communication Educator, 72(1), 52-67.
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Tao, W., Li, J., Lee, Y., & He, M. (2022). Individual and collective coping with racial
discrimination: What drives social media activism among Asian Americans during the COVID-
19 outbreak. New Media and Society
Todd, V. (2009). PRSSA faculty and professional advisors’ perceptions of public relations
curriculum, assessment of students’ learning, and faculty performance. Journalism & Mass
Communication Educator, 64(1), 71-90. doi.org/10.1177/107769580906400106
Toth, E.L. (2011). Diversity and public relations practice. Institute for Public Relations.
Available at: www.instituteforpr.org/diversity-and-pr-practice/

Tsetsura, K. (2011). How understanding multidimensional diversity can benefit global public
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Turner, Sweet, E. L., & Fornaro, E. (2019). From Ferguson to Charleston and beyond: Talking
about race and diversity in the classroom. Communication Teacher, 33(1), 38–44.
https://doi.org/10.1080/17404622.2017.1400672
Thomas, C.M. (2020). Society and the Classroom: Teaching Truths and Bridging Diversity in a
Discordant Era. Educational Studies (Ames), 56(1), 83–94.
https://doi.org/10.1080/00131946.2019.1617147
Vardeman-Winter, J., Tindall, N. & Jiang, H. (2013). Intersectionality and publics: How
exploring publics’ multiple identities questions basic public relations concepts. Public Relations
Inquiry, 2(3), 279-304.

Vardeman-Winter, J., & Place, K. R. (2017). Still a lily-white field of women: The state of
workforce diversity in public relations practice and research. Public Relations Review, 43(2),
326-336. https://doi.org/10.1016/j.pubrev.2017.01.004
Vasquez, R. A., & Neill, M. S. (2023). “Underpaid, undervalued, undermined”: Examining the
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Vasquez, R. A., & Neill, M. S. (2023). Refined by Fire: Examining Acculturation, Resilience,
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Wallington, C. F. (2020). Barriers, borders, and boundaries: Exploring why there are so few
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Waters, R.D., & Farwell, T.M. Shaping Tomorrow’s Industry Leaders by Incorporating
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239. https://journalofpreducation.com/wp-
content/uploads/2023/02/JPRE_84_Winter2022_FullIssue-1.pdf#page=183

Waymer, D. (2012). Each one, reach one: An autobiographic account of a Black PR professor’s
mentor–mentee relationships with Black graduate students. Public Relations Inquiry, 1(3), 403-
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Waymer, D. (2014). Shouldering the load: An analysis of gender-based differences in the
undergraduate PR writing classes and advising undergraduate PRSSA chapters. Journalism &
Mass Communication Educator, 69(4), 404-414. doi.org/10.1177/1077695814538824
Waymer, D. & Dyson, O.L. (2011). The journey into an unfamiliar and uncomfortable territory:
Exploring the role and approaches of race in PR education. Journal of Public Relations
Research, 23(4), 458-477.

Waymer, D., & Brown, K. A. (2018). Significance of race in the US undergraduate public
relations educational landscape: Reflections of former public relations students. Journal for
Multicultural Education.

Waymer, D., Browlan, K. A., Baker, K., & Fears, L. (2018). Socialization and pre-career
development of public relations professionals via the undergraduate curriculum. Communication
Teacher, 32(2), 117-130.

Wills, C.M. (2020). Diversity in public relations: The implications of a broad definition for PR
practice. Public Relations Journal. https://prjournal.instituteforpr.org/wp-
content/uploads/Wills_final_formatted_June2020.pdf

Yanaprasart, P. & Lüdi, G. (2018). Diversity and multilingual challenges in academic

settings. International Journal of Bilingual Education and Bilingualism, 21(7), 825–840.
https://doi.org/10.1080/13670050.2017.1308311
Reports, White Papers. & News Articles

Commission on Public Relations Education. (2018). Fast forward: Foundations + future state.
Educators + practitioners: The Commission on Public Relations Education 2017 report on
undergraduate education. http://www.commissionpred.org/wpcontent/uploads/2018/04/report6-
full.pdf

Ford, R., & Brown, C. (2015). State of the public relations industry: Defining & delivering on
the promise of diversity. National Black Public Relations Society. http://www.nbprs.org.

Ford, R. (2010). Survey: Diversity a top priority for leaders. Public Relations Tactics, 17, 6.
Grupp, R.W. (2006). PR Coalition release first diversity benchmark survey findings to provide
direction for future diversity initiatives. Retrieved from https://instituteforpr.org/pr-coalition-
releaes-first-diversity-benchmark-survey-findings-to-provide -direction-for-future-diversity-
initiatives/
Khazan. O. (2014, August 8). Why are there so many women in public relations? The Atlantic.
Retrieved from http://www.theatlantic.com/business/archive/2014/08/why-are-there-so-many-
women-in-pr/375693

Kim, S. (2022). Social Identity Signaling in Public Relations: Recruitment of BIPOC and
LGBTQIA+ Practitioners. [Conference paper]. Association for Education in Journalism and
Mass Communication. Detroit.
Landis, K. (2019, March 19). The public relations industry is too white and the solution starts
with higher education. Insight into Diversity. https://www.insightintodiversity.com/the-public-
relations-industry-is-too-white-and-the-solution-starts-with-higher-education/

McGirt, E. (2018, February 8). RaceAhead: Why is public relations so white? Fortune. Retrieved
from http://fortune.com/2018/02/08/raceahead-why-is-public-relations-so-white/

Mundy, D.E., Lewton, K.L., Hicks, A.., & Neptune, T. (2017). Diversity: An imperative
commitment for educators and practitioners. In Fast forward: Foundations + future state.
Educators + practitioners: The Commission on Public Relations Education 2017 report on
undergraduate education. http://www.commissionpred.org/wp-content/uploads/2018/04/report6-
full.pdf

Nguyen, T. (2015, August 28). America’s dynamic diversity and what it means for PR
professionals. Retrieved from https://prsay.prsa.org/2015/08/28/americas-dynamic-diversity-and-
what-it-means-for-pr-professionals/
PRSA Foundation. (2018). Diverse voices: Profiles in leadership. (Eds.). Shelley & Barry
Spector. PRMuseumPress.
Public Relations Society of America. (2021). Diversity Tool Kit.
https://www.prsa.org/docs/default-source/about/diversity/prsa-2021-toolkit---6-3-
21.pdf?sfvrsn=26ff3dfd_0

DEI Resources for Public Relations Faculty

Diversity Action Alliance (https://www.diversityactionalliance.org/)
● A coalition of public relations and communications leaders who have joined forces to
accelerate progress in achieving meaningful results in diversity, equity, and inclusion in
the communication field
● Many resources on the DAA website: https://www.diversityactionalliance.org/resources

The Plank Center for Leadership in Public Relations – Research Library

(http://plankcenter.ua.edu/resources/research/research-library/)
● Library featuring public relations research on leadership, mentorship, and diversity &
inclusion
● In Diversity & Inclusion category, you’ll find academic journal articles, general interest
articles on diversity & inclusion, academic and professional books, trade press and
professional online forum articles, white papers, student research and speeches
● The Plank Center also hosts summits: http://plankcenter.ua.edu/the-plank-summits
Videos & Webinars
“Race in the Classroom” Series - Institute for Public Relations, PRSA Educators Academy,
& University of Texas at Austin Moody College of Communication
(https://instituteforpr.org/race-in-the-classroom/)

1. “Race in the PR Classroom: Allies on the DE& I Journey.” Oct. 29, 2021.
Length: 1 hour URL: https://www.youtube.com/watch?v=qeWxEurTJ8c

2. “Race in the PR Classroom: The HBCU Experience.” Sept. 23, 2020.

Length: 57 minutes URL:
https://www.youtube.com/watch?v=Or0XSZfJZgc&list=PLmFjMRpKC4yY49mwYXpnZg5
z9XrlsH044&index=1

3. “Race in the PR Classroom: The Student Experience.” Sept. 23, 2020.

Length: 54 minutes URL: https://www.youtube.com/watch?v=uhKvKhwWwPI

4. “Race in the PR Classroom: Diversifying PR Faculty.” Sept. 28, 2020.

Length: 1 hour 20 minutes URL: https://www.youtube.com/watch?v=YXNY9eF0NHs

5. “Race in the PR Classroom: Confronting Bias in the Classroom.” Sept. 30, 2020.
 Length: 58 minutes URL: https://www.youtube.com/watch?v=tuBm-7AyKp8

6. “Race in the PR Classroom: Pervasive Issues in PR Education.” Sept. 30, 2020.

Length: 59 minutes URL: https://www.youtube.com/watch?v=-BlUw2GH34g

7. “Race in the PR Classroom: Best Practices, Strategies, and Tools.” Sept. 30, 2020.
Length: 1 hour URL: https://www.youtube.com/watch?v=tvaJio_3lGI

8. “All Together Now: Teaching Effective Diversity and Inclusion Principles and
Strategies.” Oct. 23, 2020.
Length: 48 minutes URL: https://www.youtube.com/watch?v=Ed65XcAeDjg

9. “Diversity GIFTs Shared via Virtual Roundtables/Poster Session.” Oct. 23, 2020.
Length: 54 minutes URL: https://www.youtube.com/watch?v=6vVeZQFt6ZY

10. “Race in the PR Classroom: Professionals Teaching in the Classroom.” Nov. 19, 2020.
Length: 1 hour URL: https://www.youtube.com/watch?v=0Vcvum8O6gk

11. “Race in the PR Classroom: Linking the Past to the Present.” Jan. 21, 2021.
Length: 59 minutes. URL: https://www.youtube.com/watch?v=owklApZ4V1Q

12. “Race in the PR Classroom: Supporting AAPI Colleagues and Students.” April 15,
2021.
Length: 59 minutes URL: https://www.youtube.com/watch?v=fSjRa8oMesw

13. “Race in the PR Classroom: Allies on the DE&I Journey.” Oct. 29, 2021.
Length: 1 hour URL: https://www.youtube.com/watch?v=qeWxEurTJ8c

14. “Race in the PR Classroom: Indigenous Voices in PR.” Dec. 16, 2021.
Length: 57 minutes URL: https://www.youtube.com/watch?v=53bJVnqcNBA

15. “Race in the PR Classroom: The HBCU Experience Outside of ‘The Power Five’.” Jan.
27, 2022.
Length: 56 minutes. URL: https://www.youtube.com/watch?v=RSa0yOZaMMk

16. “Race in the PR Classroom: The Importance of Black History in PR’s History and
Future.” Feb. 24, 2022.
Length: 59 minutes. URL: https://www.youtube.com/watch?v=VDbkrQZM-5s

17. “Race in the PR Classroom: Intersectionality.” March 24, 2022.

Length: 57 minutes. URL: https://www.youtube.com/watch?v=WZQVngFwcyg

18. “Race in the PR Classroom: The Tenure Process.” May 2, 2022.

Length: 1 hour 1 minute URL: https://www.youtube.com/watch?v=qC_ztY8nElw
19. “Race in the PR Classroom: Dismantling Systemic Racism in Higher Education.” Sept.
22, 2022.
Length: 59 minutes. URL: https://www.youtube.com/watch?v=yomKDXwINac

Museum of Public Relations Series (https://www.prmuseum.org/)

1. “Celebrating Latino PR 2022: How Communicators Can Shape Authentic Narratives of
Latino Communities.” Sept. 23, 2022. The Museum of Public Relations.

Latinos represent nearly 40 different countries, with distinct cultures. How can we speak as one
voice? And should we be speaking as one voice? While we are attracting a greater number of
Latinos into communications and media, they do not seem to be rising up the corporate ranks as
quickly as they ought to be. What are some of the obstacles getting in their way? … As
communicators and marketers, how do we see the Latino consumer changing over the next ten
years?

Length: 1 hour 54 minutes. URL: https://www.youtube.com/watch?v=HJMvi3Ulqok

2. “Black PR History: The Imperative of Belonging.” Jan. 27, 2022. The Museum of Public
Relations and the Diversity Action Alliance.

The need for “belonging” has never been as critical as it is today, especially among diverse PR
professionals who have often found “fitting in” to be one of their top workplace concerns. And
given the pandemic—on top of the Great Resignation—retaining great talent is now doubly
difficult, rendering the inclusion part of the DEI formula no longer sufficient. Fostering a sense
of belonging, as the pandemic has taught us, especially when we are physically apart, can result
in lower risk for turnover and greater performance. This program explored how best to do that in
the Age of Zoom. Brought to you by the Museum of Public Relations and the Diversity Action
Alliance.

Length: 2 hours 7 minutes. URL: https://www.youtube.com/watch?v=FvpQL6kTqcY

3. “The Growing Role of Native Americans in Public Relations.” Nov. 11, 2021. The
Museum of Public Relations.

Native Americans public relations professionals—spread across some 570 tribes across the US—
have had to overcome communications challenges few of us have had to face. Many serve as
social activists campaigning against environmental infringements and advocating for better
healthcare on the reservation. Others serve to rectify long-standing misperceptions about Native
Americans, working to eliminate demeaning portrayals in our popular culture in movies, sports,
commercials, and textbooks. And many serve to represent tribal interests before big business and
government, while preserving their unique tribal identities and passing the culture along to the
next generations. Meet the public relations leaders of tribes from across the country, as they
share inspiring stories about the role of communications in promoting economic opportunity and
preserving well-being throughout all of the tribes.

Length: 2 hours 7 minutes URL: https://www.youtube.com/watch?v=wR02bfcQ_gM

4. “The LGBTQ Experience in Public Relations.” June 2, 2022. The Museum of Public
Relations.
The recent leak of an upcoming Supreme Court ruling on Roe v. Wade is only the latest attack
on equality in America. As LGBTQ communicators and reporters know, the LGBTQ community
has been under attack in state houses and communities nationwide. Pride Month this year will be
more meaningful than ever with rights for so many Americans literally on the line. On June 2,
leading LGBTQ communicators from advocacy organizations, agencies, and corporations, along
with leading LGBTQ journalists and advocates, engaged in discussions from being out in the
workplace, to laws that don’t protect LGBTQ populations, to what communicators can do to
advocate for equality.
Length: 1 hour 59 minutes. URL: https://www.youtube.com/watch?v=N6lgXrum8rQ
5. “Celebration of the AAPI Community in Public Relations.” May 3, 2022. The Museum
of Public Relations.
Members of the AAPI community have worked in the public relations and communication
profession for the past half century, yet their names are barely known, their stories yet to be told.
As we strive to attract more young people of the AAPI community into the field, we are shining
a light on these extraordinary pioneers. By getting to know the rich heritage of AAPI history in
PR and communication, more young professionals will be compelled to join—making their own
contributions to business and society.
Length: 1 hour 57 minutes. URL: https://www.youtube.com/watch?v=ofBwZnSej_w
6. “PR Women Who Changed History.” March 3, 2022. The Museum of Public Relations.

Thanks to PR pioneers like Betsy Plank, Belle Moskowitz, and Ida B. Wells—all of whom will
be covered in this program—there are more women in leadership roles than ever before. Yet,
despite this progress, the C-suites remain largely filled by men. Learn how our predecessors dealt
with the extraordinary obstacles during their time, when professional women were a rarity in the
workplace, and how today's women can use similar strategies for getting ahead.

Length: 1 hour 53 minutes. URL: https://www.youtube.com/watch?v=ZATcLKJQsQg

PR Week

1. “What’s It Like to Be Black in PR.” Feb. 2, 2018. PRWeek US.

At the start of Black History Month, this special PRWeek video brings diversity conversations to
the forefront. This is what it’s like to be black in PR.

Length: 8 minutes 12 seconds. URL: https://www.youtube.com/watch?v=gsd4Y47tsgM

The Table with Anthony O’Neal

1. “Why Black People Aren’t Paid Enough And What You Can Do To Change It.” Oct.
20, 2022. The Table with AO. Anthony O’Neal with Dr. Aerial Ellis.
Length: 1 hour 2 minutes. URL: https://www.youtube.com/watch?v=WLk_n4hEElc&t=111s

Websites

1. Commission on Public Relations Education Report on Diversity and Inclusion:

https://www.commissionpred.org/commission-reports/cpre-diversity-inclusion-report/

2. Commission on Public Relations Education Report – Foundations and Future State: Educators
and Practitioners: https://www.commissionpred.org/commission-reports/fast-forward-
foundations-future-state-educators-practitioners/

3. University of Georgia Grady College of Journalism and Mass Communication's PR/DEI

website: https://grady.uga.edu/adpr_academy/.
4. San Diego State University Glen M. Broom Center for Professional Development in Public
Relations: https://jms.sdsu.edu/broom_center/mass_communication_scholars

5. Penn State Donald P. Bellisario College of Communications - The Arthur W. Page Center
https://pagecentertraining.psu.edu/ (training module)

6. Institute for Public Relations – Center for Diversity, Equity, and Inclusion:
https://instituteforpr.org/center-for-diversity-equity-and-inclusion

7. The Museum of Public Relations – “Black PR Pioneers”: https://www.prmuseum.org/black-

pr-pioneers

8. Public Relations Society of America. (2021). Diversity Tool Kit.

https://www.prsa.org/docs/default-source/about/diversity/prsa-2021-toolkit---6-3-
21.pdf?sfvrsn=26ff3dfd_0
9. Public Relations Student Society of America. (2022). Diversity & Inclusion. This website
includes a description of PRSSA’s Diversity Initiative, Diversity Toolkit, and Diversity &
Inclusion PowerPoint presentation, all available as downloads.
https://www.prsa.org/prssa/about-prssa/diversity-inclusion

10. Virginia Commonwealth University’s Tools for Diversity, Equity & Inclusion Teaching:
https://intranet.chs.vcu.edu/equity-inclusion-and-diversity/tools-and-resources-for-inclusive-
learning/
Activities for Teaching DEI in the Public Relations Classroom
Improving PR Campaigns with a Roll of the Dice: Assuming New Identities to
Strengthen Diversity and Inclusion

Respectfully Submitted By:

Dr. Kelly B. Bruhn, APR

Associate Professor – Public Relations
Drake University School of Journalism and Mass Communication
2805 University Ave.
107 Meredith Hall
Des Moines, IA 50311
(515) 271-2124
[email protected]
Improving PR Campaigns with a Roll of the Dice: Assuming New Identities to
Strengthen Diversity and Inclusion

Professional communicators have an obligation to create campaigns and materials that represent
and build engagement with the audiences they serve. According to the US Census, more than 36% of the
US population identify as non-white, while a PR Week/Bloom Gross & Associates Salary Survey
reported that only 11% of public relations professionals identify as non-white. In addition, the 2010 US
Census found that more than 58% of public relations professionals were female. These gaps require
educators to work diligently to equip public relations students with skills to seek out and celebrate
difference in their communications campaigns. One university designed the “Roll the Dice” exercise to
facilitate this learning in a fun, inviting way.

Within the first two weeks of the semester in an introductory Public Relations Principles course,
students are asked to approach the front of the room, roll three colored dice (one red, one white and one
blue), and record the score from each die. The instructor then reveals the “new you,” assigning different
genders, races, able-bodiedness, religions and socioeconomic statuses based upon the number rolled on
each die. Students are asked to keep a hand-written or electronic journal for ten days, assuming the “new
you” as they react to media, communications pieces, websites, social media engagements, movies, books,
music – everything they encounter during those 10 days. Students turn in their journals—which are only
read by the student and the instructor to encourage honesty and open dialogue—and any related materials
collected and analyzed during the 10-day period. The final journal entry includes a personal reflection
about what they learned during the project, especially about media and communications representation of
different groups. They reflect on their preconceived notions of their “new you,” and they explore how
those biases were challenged during the assignment.

This assignment is perfectly suited for freshmen and sophomores beginning their public relations
curriculum, as they are challenged to: “Analyze the implications of public relations campaigns in an
increasingly connected multicultural/global society;” “Analyze industry-specific public relations
campaigns and assess their roles in influencing and engaging people;” and “Evaluate their readiness for
working in public relations…” Perhaps most importantly, this assignment forces students to seek out
various news sources, communications tools and popular culture events to critically examine how groups
are represented and how companies and organizations engage with various audiences. Many journal
entries report students’ growth as individuals from the assignment and its importance in forcing them out
of their “upper-middle-class, white, suburban bubble.” And, during strategic planning sessions or tactics
preparation for community partners, students often recall their “Roll the Dice” exercises when advocating
to adjust images, content and delivery for a wide variety of audiences.

SAMPLE ASSIGNMENT/RUBRIC
Red White Blue

___ ___ ___

____________ ___________
______________
Roll the Dice
JMC 085: Public Relations Principles
Journal Assignment – Worth 100 points or 10% of final grade

You may keep a hand-written journal or you can record your findings electronically, then print them out
to hand in at the end of the project. Either way, be sure to include photos, news clippings, links—any
supporting material appropriate for the specific examples you collect.

1. In class, you’ll discover the makeup of the “new you,” and for 10 days (yes, on the weekend, too) you
will immerse yourself in media of all kinds as the “new you.” (Some of the combinations may be difficult
to match. Do your best to apply as many of the traits as you can in your search, BUT not necessarily all at
the same time.)

2. During the project, you should be accessing news daily, but also looking at other communications
pieces (magazines, radio, TV, movies, billboards, web sites, advertising, social media sites, etc.). Your
goal is to experience the news and other communications as the “new you.” Are your needs being met?
Do you see yourself in the verbiage and photos? Are you being represented fairly? What do you find
when you search Google images for the “new you?”

3. Your first journal entry must be your reflection on the “new you.” Write down your new demographics,
how those differ from the “real you,” and what you expect to find during this exercise. What are your
preconceived notions/biases about the “new you?” These journals are confidential. I will be your only
reader, so be honest and thoughtful in your responses.

4. You must make daily journal entries during this project. Your journal must include specific details of
what you see, hear, and experience. (You must provide enough detail – source of article, reporter’s name,
headline, web address, etc. – so I could locate the information online.) Each entry needs to not only
explain what you’ve seen/heard, but how you react to it as the “new you” and how it might
inform/misinform the rest of the community. Each day should include at least 2 examples. Overall, your
journal must contain a wide variety of sources.

5. Here are some media sources you might consider, but you are encouraged to expand to other outlets.
The key is to look to a variety of sources, including those you’ve never turned to before.
* Print newspapers: The Des Moines Register, The Wall Street Journal, USA
Today, The New York Times are all available for free on campus.
* Online sources for news include dmregister.com, nytimes.com,
washingtonpost.com, chicagotribune.com, latimes.com, bbc.co.uk/news,
npr.org, huffingtonpost.com, thedailybeast.com, america.aljazeera.com, and
loads of others. (Do you encounter a paywall? How does the “new you” react
to that?)
* Spend some time listening to television news like Fox, MSNBC, CNN, ABC,
NBC, CBS, etc. Choose a variety, not just a single outlet.
* News should be part of your daily experience, but I will also be looking for
other types of communication pieces throughout your journal, including
magazines, TV programs, movies, books, websites, social media, etc.

6. One entry should give details about at least two niche news sources you’ve discovered that specifically
serve the “new you.”

7. The final entry in your journal must be a personal reflection about what you learned during the project,
especially about media and communications representation of different groups. Be sure to return to your
first entry, where you reflected on your preconceived notions of this “new you.” How were those ideas
challenged during this project?
“Roll the Dice” Rubric

Total value: 100 points or 10% of final grade

Low End High End Points

Daily entries (at least 2) that Skipping days or Entries that show 35
include thoughtful reflection clearly pulling together engagement with the
the entire 10-day project and showcase a
project on the final day variety of examples
from different media

Good variety of sources. More All examples coming Lots of sources, 15

credit if you review outlets you from The New York including newspapers,
have never searched before Times and CNN magazines, TV, radio,
books, movies, websites,
social media,
advertising, etc.

Specifics from the sources you Links only or vague Enough information that 15
reference (news/media source, references to source I believe you actually
author, title, summary, web without specifics, read/ listened to and
address) so I can understand your including what the understood the media
reaction article was about/ how you cite
it was presented/where
it
was published

Discovery of niche media sources Didn’t do it, or didn’t Specifics about at least 15
that serve the new you specifically give any specifics two sources that serve
about the sources the new you
(CNN is not a niche
publication.)
 First entry = Explain the new you Lack of specifics Good specifics and 20
and reflect on what you expect to examples that help
discover explain your thoughts
Last entry = Reflection about
what you learned during the
assignment

SAMPLE POWERPOINT SLIDES– ANNOUNCING ASSIGNMENT/“NEW

YOU”

Slide One: Roll the Dice

“The real voyage of discovery consists not in seeking new landscapes,
but in having new eyes.” – Marcel Proust

So, what do those numbers mean?

Slide Two: Step One

Select a gender with which you don’t currently identify.

Slide Three: Red = Race/Culture*

1. Southeast Asian
2. Black
3. Latino
4. Middle Eastern
5. Native American/American Indian
6. Caucasian

Slide Four: White = Age*

1. 18 years or younger
2. 19-30
 3. 31-45
4. 46-60
5. 61-75
6. 76 years or older

Slide Five: Blue = Religion/Sexuality/Ability/Class*

1. Low Income
2. Jewish
3. LGBTQ
4. Muslim
5. Physically Disabled
6. Homeless

*Consider customizing these lists by using US Census data from your area or characteristics of your
community partner’s/client’s target audiences.
 Using US Census Data to Help New Communicators
Create Inclusive Communication Strategies

2018 AEJMC Teaching Competition Submission by:

Dr. Kelly B. Bruhn, APR

Associate Professor, Drake University School of Journalism and Mass Communication
[email protected]
2805 University Ave.
Des Moines, IA 50311
(515) 271-2124

Author Biography:

Dr. Bruhn teaches undergraduate courses in public relations principles, writing, PR campaigns and
research. She also teaches courses in the Master of Arts in Communication online program. Prior to
joining the faculty, Bruhn created award-winning campaigns for Verizon Wireless and various nonprofit
organizations. Bringing years of public relations agency experience into the classroom, Bruhn creates
real-world situations that prepare her students for top internships and positions globally. She also serves
as Associate Dean of the Drake School of Journalism and Mass Communication. Bruhn is accredited by
the Public Relations Society of America and is a member of the Association for Education in Journalism
and Mass Communication and Kappa Tau Alpha Journalism and Mass Communication National Honor
Society.
 Using US Census Data to Help New Communicators
Create Inclusive Communication Strategies

100-Word Abstract:
Using Census data, students examine the demographic characteristics of the university’s city, including
race, age and ethnicity. Students split into teams, and each team receives a name from a list of top
employers in the university’s city. They conduct online research for each employer, examining the visuals
and copy found on websites, social channels and other relevant sites. The instructor facilitates discussion
of their findings, often sparking lively debate. Students are confronted with the significance of the choices
they make as communicators, and they are also introduced to the important and multi-dimensional role
they play as PR professionals.

Explanation of the Teaching Practice or Activity:

Using interactive data on census.gov and the library, students explore US Census data to examine the
demographic characteristics of the university’s city (their new hometown), including race, age and
ethnicity. Students are then split into teams of four, and each team receives a name from a list of top
employers in the university’s city. Teams then conduct online research for each employer, examining the
visuals and copy found on websites, social channels and any other relevant sites. During their research,
they compare the demographic characteristics reported in the Census with the demographic characteristics
they see represented in each employer’s communications. The instructor facilitates discussion of their
findings, focusing their conversations around the following key themes:

● Did employers’ sites/channels reflect the community in which they operate?

● Are there any groups missing from their communications?
● Did you find any examples of employers communicating effectively with a group not represented
by your data (Probe for Religion, Sexual Orientation, etc.)?
● What actions might an employer take if they would like to expand their outreach to a particular
audience (Probe for Size of Typeface, Translation Services, etc.)?
● Are there any ethical considerations in promoting an online presence that doesn’t accurately
reflect the employer’s reality?
● What research might you conduct to ensure effective communications?

These questions often spark lively debate, particularly in a relatively homogenous university community.
Students are confronted with the significance of the choices they make as communicators, and they are
also introduced to the important and multi-dimensional role they play as public relations professionals.
Rationale:
In the introductory Public Relations Principles course, freshmen and sophomores begin their six-course
major in public relations. To prepare them for client projects in every other public relations class, the PR
Principles class introduces students to the role of public relations in today’s organizations, helping them
to develop an appreciation for and understanding of the critical thinking, research, planning and
communication skills necessary for the effective practice of public relations. They acquire a solid
foundation in the basic theories and concepts of communication, persuasion, motivation and learning
which are integral parts in the success of public relations and in engaging people. And, the class infuses
many exercises like this one, to bring that learning to life.

Aligning with the college’s core values, the assignment is designed to help students “demonstrate an
understanding of the diversity of groups in a global society in relationship to communications,”
“understand concepts and apply theories in the use and presentation of images and information,” “think
critically, creatively and independently,” and “be engaged with the community: the university, the local
community, professional groups.”

Outcomes:
This assignment aligns with the following selected Public Relations Principles learning outcomes:

● Understand the history of public relations, how the industry is evolving due to technology,
globalization and related ethical implications today.
● Apply these principles to specific industries.
● Analyze the implications of public relations campaigns in an increasingly connected
multicultural/global society.

It also serves as a powerful conversation starter regarding diversity and inclusion. Many students,
particularly freshmen and sophomores, are introduced to new ideas, subjects and cultures in college.
While this assignment forces students to gain a better understanding of their new hometown and potential
employment opportunities available, it also provides an opportunity to openly discuss the important and
complex decisions communicators face every day. The assignment provides a framework for students to
assess representation across multiple channels, and it reinforces the commitment all communicators must
make to inclusion. It localizes the issue, showcasing how powerful even small changes could be in
facilitating more effective engagement. Perhaps most importantly, the assignment equips the next
generation of public relations professionals with an understanding of the importance of research and the
ethical considerations they must make in serving a diverse population.
Candice Edrington University of South Carolina
Build Your Own Protest (partner assignment) (250 points)

Social movements are very parallel to strategic communication campaigns as they share similar
components: building relationships, message strategies, visuals, identification, communication
channels etc. As we learn about strategic communication as activism and how persuasion is used
in these efforts, you and a partner will build your own protest. The first step is to identify the
topic of your social movement and email it to me for approval. Next, you will create the
elements of your protest. Some key questions to think about include: What is the goal of your
protest? Who is the protest aimed at/who is the audience? Who do you want to participate in
your protest and why? Where will this protest be held? How will you advertise this protest
(traditional media vs. new media). What visuals will be used? What persuasive theories will be
helpful here? Is there a slogan for your movement? What are some of the key messages (write
these out). Outline all of these elements in a report and design the visuals you would use for your
protest. These visuals can be a variety of things including but not limited to: logos, color
schemes, etc. Of course, you will need to provide rationale behind every decision you
make. Research will be a key component here.
Regina Luttrell & Adrienne Wallace
“Diversity & Inclusion Wheel”

“Shifting the Paradigm – Improving Student Awareness of Diversity, Equity, and Inclusion Efforts
Through Public Relations Campaigns.” Regina Luttrell (Syracuse University) and Adrienne Wallace
(Grand Valley State University). Creation of a Diversity & Inclusion Wheel for use by PR Campaigns
students.

Luttrell, R. M., & Wallace, A. A. (2021). Shifting the paradigm-improving student awareness of diversity,
equity, and inclusion efforts through public relations campaigns. Journal of Public Relations Education,
7(1), 200-209. https://aejmc.us/jpre/2021/05/29/shifting-the-paradigm-improving-student-awareness-of-
diversity-equity-and-inclusion-efforts-through-public-relations-campaigns/
Sample Syllabi for Teaching DEI in Communication Classes
Susan (Scout) Stinson
Email: [email protected] or [email protected]
Office hours: M &W 10:30 - 12:00 via Zoom link below; alternatively, face-to-face meetings
are available upon request.
Zoom Office: https://virginiatech.zoom.us/j/9876988819
You'll be placed in a waiting room until I finish with folks already there.
Phone: 540-231-5044 or (in an emergency) 540.818.1813

Comm 2094: Communication & Issues of Diversity

Course Description:
Study of communication theory and practice related to diversity and the media. Analysis of
ethical implications of media influences on workplace communication across disciplines.
Development of a personal understanding of diversity and identity by examining media
producers, audiences, workforces, outlets, and content. Pre: 1016 or ENGL 1106 Pre: 1016 or
ENGL 1106. (3H,3C).
Learning Objectives:
Having successfully completed this course, the student will be able to:

• Identify communication theories related to diversity issues.

• Describe ethical implications of the media’s influence on relevant diversity issues.
• Identify characteristics and traits that constitute the diverse identity of individuals.
• Analyze existing examples of communication related to diversity across various
disciplines and workplaces.
• Create new examples of communication related to diversity across various disciplines
and workplaces.
• Describe ways in which calls for incorporating multiple perspectives in media-message
creation challenge and influence actual media content.

Related Professional Values and Competencies from the Association for Education in Journalism
and Mass Communication:

• Demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as

appropriate, other forms of diversity in domestic society in relation to mass
communications.
• Demonstrate an understanding of the peoples and cultures and of the significance and
impact of mass communications in a global society.

Required texts:
Len-Ríos, M., & Perry, E. (Eds.) (2020). Cross-cultural journalism and strategic
communication: Storytelling and diversity (2nd ed.) New York, NY: Routledge.
(Note: You will need the 2nd edition of the book)

Attendance & 15 Media Minutes that Matter:

For the fall 2022 semester, this course will be fully in person. If there is an emergency situation
(let’s say you are asked to quarantine due to COVID exposure) AND technology allows, you
may, in fact, be able to attend one or two sessions of the course synchronously via Zoom. If you
need such an accommodation, please email me 24 hours in advance AND follow up with a
classmate in order to ask them to assist you in Zooming in successfully. I’ll give you time to get
to know one another a bit as we get going so that if you do need to miss class, your diversity
buddy can assist with Zoom requests, if needed, and assignment reminders. This does not mean
that if you are tired one morning that you simply Zoom it in. Nope. This is to help if there’s a
real need on your end. Thanks for respecting the opportunity as such.
All this said, attendance counts. Each class period will start off with 15 Media Minutes that
Matter, and as you watch each day’s video, you’ll comment on what you think is interesting,
surprising, shocking, different, or wonderful about what’s shown. You’ll put your last name on
what you’ve written and pass those notes up when called for, and I’ll use your submissions to
record attendance.
Unexcused Absences:
For every two unexcused absences, your participation grade will drop one full letter grade. After
six unexcused absences, your overall letter grade in the class will be dropped by one letter
at semester’s end (A to B, B to C, etc.). If you have eight or more unexcused absences, you’ll
fail the course and need to retake it. Missing six classes means you’ve missed four weeks of class
overall, and that’s simply not enough in class time.
Excused absences, however, will NOT count against you, so if you are ill or quarantining and
notify me via email or have a university sponsored event (sports, etc.) and notify me in advance,
then these absences will not count against you. It’s your responsibility to notify me prior to or
just around the date of your absence.
Classroom Behavior:
This course is built around the concepts of diversity, equity, and inclusion (DEI) as positive
forces in businesses and, particularly, professions and workplaces related to Communication. As
we read, discuss, and question our assigned readings and activities, we need to keep things civil,
professional, and respectful. We will discuss and follow the Virginia Tech Principles of
Community. We won't have trigger warnings, but some topics in the syllabus will be difficult
and even personally hard for some of us. We will create and maintain and atmosphere of respect
and support. We will listen to opinions but we do not need to agree with them. Our disagreement,
however, needs to be civil and respectful.
Respect here includes your interactions with your classmates and your professor. I do not
respond to angry, accusatory, or demanding communication, so if you have a concern, please
contact me in a professional manner and we can talk about it.
You need to read the book chapters, tutorials, and articles from our syllabus and the Canvas site
we share. Why? Because we will use them as the main structural point of the course.
Communication is not an absolute science, so you should read the sources with the critical
perspective expected of a college student. I am convinced that the readings are a great foundation
for effective discussion. Therefore, we are going to read from them, but without losing our critical
perspective. I expect you to agree with some points and disagree with others, but if you disagree
you need to justify and support your claims with evidence and examples, instead of just saying
"This sucks."

You are expected to be an active participant in class discussion and other learning opportunities.
To do this, you must be prepared, so be sure to complete all reading and other assignments
according to schedule. The class activities have been carefully designed to help you achieve the
learning outcomes for the course. Missing class or not actively participating negatively affects
your ability to learn the content.

Use of Personal Technology:

As a courtesy to your classmates and to me as the instructor, please refrain from using your
phones and computers for purposes not related to the course. While you may think you are only
distracting yourself, your technology use can distract others and impact their learning. Please
make sure your phones are set to silent to avoid unnecessary interruptions. I do realize there may
be times when you need to take an urgent phone call. In those situations, please quietly excuse
yourself from the classroom before answering your phone.

Stow it:
Additionally, once class begins, I do ask that you stow your laptops and cell phones unless asked
to pull them out (for the same reasons listed above). Do bring them, however, as we will
frequently use them. My notes are available to you in the course modules, and you are welcome
to take notes via paper and pen / pencil. If you have formal accommodations allowing you to use
the laptop, then please do so. Otherwise, keep ‘em stowed ‘till requested. Make sense?

Assignments:
You’ll be engaged in both group and individual assignments this semester, and yes, I expect you
to participate fully even if masked (fingers crossed!) ~ Here’s a list of assignments and weights,
but keep in mind that things may have to change on the fly due to all sorts of things:

Assignment Weight
Whoami? 10%
Whoami Peer Response 5%
Portrait of Diversity 15%
Future Me 15%
Media Analysis 15%
Quizzes (4 in total; 5% ea.) 20%
Group: Album Drop (Part 1) 5%
Group: Album Drop (Part 2) 5%
Attendance / Participation 10%

Weekly Assignments & In-Class Participation

In addition to these formal assignments, you are responsible for chapter readings within our text
and reviewing materials in our Canvas site modules each week and for actively participating in
each class by contributing to in-class discussions.

Group work:
At the semester's beginning, you will each be assigned to a group, and on certain weeks, you’ll
be responsible for formally presenting to your classmates and submitting material as a group
[Album Drops (Parts 1 & 2) via Google Slide Deck] for in class group participation. Your group
won't need to submit formally as a group every week, no; that would be way too much. BUT.
When your group is assigned to present, bring your A game--no, "I forgot" or "My group doesn't
like me" excuses! These are each worth 5% of your final grade! Comport yourself as a
Communication scholar and young professional each time we meet, and prepare as though you
were running a meeting for your boss on the day(s) you're scheduled to present. It's great
practice. Failure to participate with your group will result in associated failing grades.
Individual work:
See list above; assignments will be detailed in Canvas closer to due dates ~
Contacting me:
If you need to get in touch with me, please do the following:

• Email me. I will check email often between 9 a.m. and 5 p.m. Monday-Friday. Do not
email me at 11 p.m. expecting an immediate reply. Please read this article on how to
email your college professors. Also, don't use email as a replacement of text messaging.
We need coherent and detailed messages.
• If you ever need help on anything... should you have questions or if your computer dies
and you don't know what to do, please contact me before a given deadline and I can help
you. If you don't tell me something is wrong and I later realize that your project is not
submitted or you come up with a bag of excuses, I won't be able to help you. I mean it.
• Come to my Zoom or in-person office hours with specific questions and ideas.

Grading Criteria:
When you submit a project for any of the assignments in this course, its initial grade is not 100
points and then I start deducting points from it. Actually, your projects start at 0 when I receive
them and I go adding points as I review them. I don't think of myself as a "hard grader," but I do
apply a professional and strict perspective to your assignments when I grade them. Not every one
will get an A in the course, and those 100 points are reserved for excellent projects.
You will submit all your major assignments on the day specified in the Assignments page
through Canvas. Please see the "Late work" section in this page for further information. Do not
email me your assignments unless Canvas is not working.
Without exceptions, I do not negotiate grades with students. You get what you earn, and I
make no promises.
This table should guide you as you earn grades in this course (NOTE: I use the + and – scale):

Your assignment does everything a “B” assignment does but better. Your supervisor would call your
A work “exemplary.” You reflect the skills of a well-trusted, extremely qualified employee who
routinely receives stellar recommendations from former and current employers.

Your assignment goes above what the average employee is capable of or willing to do. Your content is
strong, your organization shows an advanced understanding of the genre’s and/or industry’s
conventions, the style and expression reflect strong understanding of communication and how the
B audience’s needs and the document’s purpose intersect, and the grammar and mechanics are not just
remarkable but also reflect the practices of a specific audience or organization. Your work is that of an
employee with initiative: someone who does their job well and occasionally goes above and beyond
what their boss/colleagues ask of them.

Your assignment meets all of the requirements in the assignment description, meaning all of the
required content is included, the organization is clear and follows appropriate genre conventions, the
style and expression reflects communication and design expectations and meets audience needs and
C
the document’s purpose, and the grammar and mechanics are by and large indicative of a college-
educated communicator. Your work reflects that of the average employee: someone who does what
they are asked, but nothing more than that.

Your assignment falls short in one or more of the areas described above: content, organization, style
and expression, and grammar and mechanics. Your work does not reflect a sense of pride, does not
D
fulfill your boss’s or client’s requests and expectations, and/or causes one of your colleagues to make
up for your lack of work.

Your assignment shows little to no consideration for content, organization, style and expression,
F and/or grammar and mechanics. Your work reflects that of someone who will be looking for a new job
sooner rather than later.
This said, I do want you to understand how you are evaluated in this class. If you have any
questions about your grade or feedback on course work, please email me to schedule a time to
meet. I kindly ask that you wait at least 24 hours after work has been returned before requesting
an appointment. This is to give you time to more thoroughly consider questions you have about
your work.

Late Work:
I do not accept late assignments. Exceptions will involve a documented note from the Dean of
Students and on the occasion that you obtain an extension from me in advance of a due date. You
cannot make up for work if you didn't do it during its scheduled time. It is your responsibility to
turn in your work on time. Our deadlines are there for a reason: they reflect workplace practices
and allow you and me to manage our time and projects.
Please do not ask me to accept late assignments for partial credit. While our classes look
reasonable in size (about 50 per section), I’m actually teaching a couple hundred of you, so
please respect the due date and the time it takes to grade each assignment.
Considering a Withdrawal:
Sometimes students may need to withdraw from a class because of personal or academic reasons.
If your performance in the class is not where you want it to be or you are experiencing
difficulties, please contact me prior to withdrawing.
Accommodations:
Any student who requires arrangements in order to meet course requirements should contact me
as soon as possible to make necessary accommodations. After all, this is a class about diversity!
If you think that anything that happens in class makes our environment uncomfortable, please let
me know ASAP. After all, this is a communication class, too!
Principles of Community:
In order to foster an open, respectful atmosphere for discussion, we will follow the Virginia Tech
Principles of Community:

Virginia Tech is a public land-grant university, committed to teaching and learning, research,
and outreach to the Commonwealth of Virginia, the nation, and the world community. Learning
from the experiences that shape Virginia Tech as an institution, we acknowledge those aspects of
our legacy that reflected bias and exclusion. Therefore, we adopt and practice the following
principles as fundamental to our on-going efforts to increase access and inclusion and to create
a community that nurtures learning and growth for all of its members:

• We affirm the inherent dignity and value of every person and strive to maintain a climate
for work and learning based on mutual respect and understanding.
• We affirm the right of each person to express thoughts and opinions freely. We encourage
open expression within a climate of civility, sensitivity, and mutual respect.
• We affirm the value of human diversity because it enriches our lives and the University.
We acknowledge and respect our differences while affirming our common humanity.
• We reject all forms of prejudice and discrimination, including those based on age, color,
disability, gender, gender identity, gender expression, national origin, political
affiliation, race, religion, sexual orientation, and veteran status. We take individual and
collective responsibility for helping to eliminate bias and discrimination and for
increasing our own understanding of these issues through education, training, and
interaction with others.
• We pledge our collective commitment to these principles in the spirit of the Virginia Tech
motto of Ut Prosim (That I May Serve).

Academic Integrity: Course Guidelines

Policy Requirement for Your Faculty: Faculty are expected to adhere to the policy pertaining
to the reporting and adjudication of suspected violations of the Honor Code. Any suspected
violation of the Honor Code should be reported promptly, in writing, to the Office of
Undergraduate Academic Integrity. Forms for this purpose are available from all department
offices, the Office of Undergraduate Academic Integrity, and the honor system website located at
http://honorsystem.vt.edu/. The Office of Undergraduate Academic Integrity has a group of
dedicated members who are available to assist you in resolving cases of academic misconduct in
a timely manner.

The Undergraduate Honor Code pledge that each member of the university community agrees to
abide by states:

“As a Hokie, I will conduct myself with honor and integrity at all times. I will not lie, cheat, or
steal, nor will I accept the actions of those who do.”

Students enrolled in this course are responsible for abiding by the Honor Code. A student who
has doubts about how the Honor Code applies to any assignment is responsible for obtaining
specific guidance from the course instructor before submitting the assignment for evaluation.
Ignorance of the rules does not exclude any member of the University community from the
requirements and expectations of the Honor Code.

Academic integrity expectations are the same for online classes as they are for in person classes.
For additional information about the Honor Code, please visit: https://www.honorsystem.vt.edu/

Honor Code Pledge for Assignments: The Virginia Tech honor code pledge for assignments is
as follows:

“I have neither given nor received unauthorized assistance on this assignment.”

The pledge is to be written out on all graded assignments at the university and signed by the
student. The honor pledge represents both an expression of the student’s support of the honor
code and a commitment to uphold the academic standards at Virginia Tech.

All Undergraduate course syllabi shall contain a section that states and refers the student to the
Honor Code Procedures on the University website. The minimum required statement is listed
below. Additional information about the expectation of academic integrity in a particular course
may be appropriate.

Please Note:

1. All assignments submitted shall be considered “graded work” and all aspects of your
coursework are covered by the Honor Code. All projects and homework assignments are
to be completed individually unless otherwise specified.
2. The Academic Integrity expectations for Hokies are the same in an online class as they
are in an in-person class. Hokies are expected to meet the academic integrity standards at
Virginia Tech at all times.
3. Commission of any of the following acts shall constitute academic misconduct. This
listing is not, however, exclusive of other acts that may reasonably be said to constitute
academic misconduct. Clarification is provided for each definition with some examples
of prohibited behaviors in the Undergraduate Honor Code Manual located at
https://www.honorsystem.vt.edu/

● CHEATING: Cheating includes the intentional use of unauthorized materials,

information, notes, study aids or other devices or materials in any academic exercise, or
attempts thereof.
● PLAGIARISM: Plagiarism includes the copying of the language, structure,
programming, computer code, ideas, and/or thoughts of another and passing off the same
as one's own original work, or attempts thereof.
● FALSIFICATION: Falsification includes the statement of any untruth, either verbally
or in writing, with respect to any element of one's academic work, or attempts thereof.
● FABRICATION: Fabrication includes making up data and results, and recording or
reporting them, or submitting fabricated documents, or attempts thereof.
● MULTIPLE SUBMISSION: Multiple submission involves the submission for credit –
without authorization from the instructor receiving the work – of substantial portions of
any work (including oral reports) previously submitted for credit at any academic
institution of attempts thereof.
● COMPLICITY: Complicity includes intentionally helping another to engage in an act
of academic misconduct, or attempts thereof.
● VIOLATION OF UNIVERSITY, COLLEGE, DEPARTMENTAL,
● PROGRAM, COURSE, OR FACULTY RULES: The violation of any
● University, College, Departmental, Program, Course, or Faculty Rules relating to
academic matters that may lead to an unfair academic advantage by the student violating
the rule(s).
4. Academic Misconduct Sanctions: Students who view the sanctions associated with
violating the Honor Code as having a significant impact on their course grade are less
likely to commit academic dishonesty than those who view the potential sanctions as
minor. It is important to understand that all forms of academic misconduct are taken
seriously and will be sanctioned appropriately.

• “If you have questions or are unclear about what constitutes academic misconduct on an
assignment, please speak with me. I take the honor code very seriously in the course. The
normal sanction I will recommend for a violation of the Honor Code is an F* sanction as your
final course grade. The F represents failure in the course. The “*” is intended to identify a
student who has failed to uphold the values of academic integrity at Virginia Tech. A student
who receives a sanction of F* as their final course grade shall have it documented on their
transcript with the notation “FAILURE DUE TO
ACADEMIC HONOR CODE VIOLATION.” You would be required to
complete an education program administered by the Honor System in order to have the “*” and
notation “FAILURE DUE TO ACADEMIC HONOR CODE VIOLATION” removed from your
transcript. The “F” however would be permanently on your transcript.”

Academic Integrity Success Module:

A free module through Canvas to educate students on Academic Integrity at Virginia Tech.
Many of our faculty will often require students to take this module as a course requirement, or
will offer it to students for extra credit. It is a part of the Canvas badging program, so
verification that the student has completed it is relatively easy. This module provides information
on Academic Integrity in various formats directly from the office, provides examples, and does
verify that the student did read the material. This module takes no more than
30 minutes to complete and is available throughout the year. Here is a link to the module:
https://canvas.vt.edu/enroll/CE7YK9

Understanding the Code:

Understanding the Code (Canvas) is a program presented and designed by the Undergraduate
Student Delegates. It will be offered in person at the Graduate Life Center Auditorium from
7:30–8:30 p.m. on August 30, August 31, and September 1. From September 2–6, Understanding
the Code will be offered asynchronously through Canvas as a self-enrollment course. It may be
found at this link: https://canvas.vt.edu/enroll/GALMPM.

● Understanding the Code and the Academic Integrity Success Module are
complimentary to each other. Each offering takes no more than 30 minutes to
complete, is free, and can make an impact on your classroom and the student’s
educational experience at Virginia Tech.

Mental Health & Wellbeing:

Supporting the mental health and well-being of students in my class is of high priority to me and
Virginia Tech. If you are feeling overwhelmed academically, having trouble functioning, or are
worried about a friend, please reach out to any of the following offices:
Cook Counseling
540-231-6557 to schedule an appointment and/or 24/7 crisis support
ucc.vt.edu for more information
Also, virtual care from anywhere at TimelyCare

Dean of Students Office

540 231-3787 for general advice
540-231-6411 for after-hours crisis
dos.vt.edu for more information

Hokie Wellness
hokiewellness.vt.edu for more information about health and wellness workshops and
consultations
Services for Students with Disabilities (SSD)
540-231-3788 or ssd.vt.edu

For more information about accommodations and other disability-related supports For a full
listing of campus resources check out well-being.vt.edu. Also, please feel free to speak with me.
I will always make an effort to work with you, and I care about you and how things are going.

Basic Needs:
For any student who has difficulty affording groceries, accessing sufficient food to eat every day,
or who lacks a safe and stable place to live, and if you believe this may affect your performance
in this course, you are urged to contact the Dean of Students office for support at 540-231-3787
or complete an interest form to participate in The Market at Virginia Tech.

The Dean of Students, through The Market at Virginia Tech, offers food options and other
resources. There is also a Student Emergency Fund program. If you are comfortable in doing so,
please notify your professor or departmental advisor of your situation. This will enable them to
provide any resources to which they have access.

Mask Policy:
If we’re called upon at any point to mask up for any infectious disease to protect ourselves or our
neighbors, we will do so—unless you have a medical condition that would preclude you from so
doing.

Please note: proper mask wearing means your mask must fully and completely cover both your
nose and your mouth . . . at the same time :o) Those not in compliance will be asked to do so,
and failure to do so will result in the student being asked to leave class. Many thanks for masking
up if necessary!
 1

ADPR 5930E/7930E
PR Ethics, Diversity and Leadership
Fall 2021

Professor: Dr. Juan (Dren) Meng, Associate Professor, Public Relations

Class format: online instruction in Fall 2021

• Class begins: August 18, 2021
• Class ends: December 7, 2021
• No final exam; final grades due on December 20, 2021
• Contact: Please email me at ([email protected]) for questions related to our course or schedule a
meeting.

Course description:
PR ethics, diversity and cross-cultural leadership is a comprehensive online course, designed for both
undergraduate and graduate students, to invite and engage reflective thinking and critical discussion on
issues of professional ethics, diversity, equity, inclusion, corporate purpose, social responsibility, and
leadership in public relations. In this seminar, we will closely assess the influence of various attitudinal,
structural and social issues, and especially ethical and cultural factors and contexts on today’s public
relations practice and how the profession could address gender and racial disparities. Based on the
course description, we will explore the following topics in this course:
• The state of leadership research and theories in public relations
• Leadership styles and gender in public relations
• Leadership styles and racial minorities in public relations
• Diversity, equity and inclusion in the talent pipeline
• Mentorship and leadership: the influence of mentors
• Ethical leadership in public relations and the role of ethical decision making
• Ethical standards in the public relations profession in an evolving digital era
• Ethics and communication in a global context
• The work-family integration, the coping strategies, and the influence of the pandemic

Course Objectives
Students will:
1. Gain knowledge of leadership research and theories in public relations to provide a sense of
leadership identity and a language to help reflect on, discuss and critique ideas.
2. Enrich self-reflection capabilities and interpersonal communication skills to deepen self-
awareness and relationship-building skills; identify further individual development needs and
opportunities.
3. Gain knowledge of some of the critical issues facing the public relations profession, e.g.,
attitudinal, structural and social barriers for leadership practice and advancement, gender and
racial disparities in senior leadership, work-family integration, and the importance of seeking
mentorship and sponsorship.
4. Study selected public relations ethics training modules via the Page Center Training
(https://pagecentertraining.psu.edu/).
 2

5. Prepare an individual leadership development plan to guide future training, educational

initiatives and work experiences and assignments.

Learning Outcomes
1. Students’ understanding of diverse leadership research and theories will be assessed through
written assignments and online discussion.
2. Students’ self-reflection capabilities and relationship-building skills will be evaluated through
reflection papers and the conversations with a selected mentor.
3. Students’ critical thinking on critical issues facing the public relations profession will be
evaluated through weekly reflections and online discussion.
4. Students’ ethical public relations competencies will be evaluated through the completion of
selected public relations ethics training models. Certificates of all ethics training models will be
generated and are required to submit online.
5. Critical thinking in leadership development and participation will be evaluated through the
completion of an individual development plan.

Required Textbook (printed or ebook):

Meng, J., & Neill, M. S. (2021). PR Women with Influence: Breaking through the Ethical and
Leadership Challenges. New York: Peter Lang.
ISBN: 978-1-4331-6510-8 (paperback); ISBN: 978-1-4331-6511-5 (ebook
PDF). *This is the primary text for reflection papers.

You can order this book (paperback or Kindle version) on Amazon:

https://www.amazon.com/Women-
Influence-Leadership-Challenges-
Scholarsourcing/dp/1433165104

Or you may also order the book from the publisher: https://www.peterlang.com/view/title/70618

Recommended reading:
Northouse, P. G. (2020). Introduction to Leadership: Concepts and Practice (5th Ed.). SAGE
Publications.
Amazon link:
https://read.amazon.com/kp/embed?asin=B0834BZQLD&preview=newtab&linkCode=kpe&ref_=cm_s
w_r_kb_d p_THM86J0K62JNJXSPCZRF

Additional readings:
Additional readings will be provided via our course page on ELC, or links to websites, as assigned by
instructor.

GENERAL COURTESY AND PROFESSIONAL BEHAVIOR

Students are expected to treat one another and the professors with respect. Respect is conveyed in many
forms, not all of which will be discussed in the syllabus, especially the course is offered in an online
format. Students should plan on actively involving in all online discussion and assignments. If a student
 3

is disrespectful by these terms, then the student may be asked to leave (and receive an absence) the
online discussion board. As this is a top school in public relations, the ability to communicate in a
professional and courteous manner via email is important.

STUDENTS WITH DISABILITIES

Any student with a documented disability needing academic adjustments is requested to speak with the
Disability Resource Center and the professor as early in the semester as possible. All discussions will
remain confidential. More information about the University’s policy and procedures can be found at
http://drc.uga.edu. Students may also contact the Counseling and Psychiatric Services (CAPS) on
campus if needed (https://www.uhs.uga.edu/caps/welcome).

ACADEMIC HONESTY
As a University of Georgia student, you have agreed to abide by the University’s academic honesty
policy, “A
Culture of Honesty,” and the Student Honor Code. All academic work must meet the standards
described in “A Culture of Honesty” found at: https://honesty.uga.edu/Academic-Honesty-Policy/.
Lack of knowledge of the academic honesty policy is not a reasonable explanation for a violation.
Questions related to course assignments and the academic honesty policy should be directed to the
instructor.

ATTENDANCE POLICY
Attendance is required even our course is offered online, unless it is an emergency situation or you have
my approval in advance (NOT after missing any assignment submission, online discussion or blog
posting). Turning any assignments late without approval will be taken as a missing grade.

LATE WORK OR MAKE-UPS

Professional communication is a deadline business. Late assignments or work turned in any place other
than when assignments are collected and due is never accepted unless you have the instructor’s approval
in advance. This strictness is meant to introduce students to deadlines of the real world. Late work can
mean a missed public relations opportunity.

DIVERSITY
Diversity encompasses acceptance and respect. The term "diversity" encompasses differences of culture,
background and experience among individuals and groups. Such differences include, but are not limited
to, differences of race, ethnicity, national origin, color, gender, sexual orientation, gender identity, age,
and abilities, as well as political and religious affiliation and socioeconomic status. It is my intention to
respect all types of students and their viewpoints. I expect you to extend the same courtesy to both your
classmates and me throughout our time together. To know more about the Dean’s Diversity statement,
please visit http://grady.uga.edu/about-grady/diversity-at-grady/

POLICY on Audio, Visual and Video Recordings of Classes

To foster a safe learning environment in which various viewpoints are respected, the redistribution of
audio, visual or video recordings or transcripts thereof is prohibited without the written permission of
the faculty members in charge of the class and the permission of all students who are recorded. We
endeavour to construct a learning environment where individuals can test out ideas in a trusting
 4

environment, and making public private discussions focused on learning is a violation of this classroom
trust—whether virtual or in-person.

GRADING AND EVALUATION for all students in this course (ADPR 5930E and 7930E)
Course final grades are based on performance in the following areas: 1) readings of the assigned book
chapters, 2) reflective essays based on assigned readings, 3) public relations ethics training certificates,
4) public relations ethics online discussion, and 5) a final personal leadership development plan. Grade
points (360 total points) for these areas are:

• Reflective essays based on assigned reading chapters of the primary textbook (20 points each): 6
reflective essays (120 points total)
• Certificates for 7 assigned online public relations ethics training modules (10 points each) (70
points total)
• Online discussion for 7 assigned online public relations ethics training modules (10 points each)
(70 points total)
• Final project: a personal leadership development plan (100 points)

Extra Requirement for Graduate Students in this course (ADPR 7930E): (50 points)
As a graduate student, you are expected to demonstrate extra efforts in leadership learning and practice.
I have adapted this part to make it more flexible for you during this special time. You will need to
virtually schedule a mentor-mentee conversation to learn more about your leadership strengths and
weaknesses from your mentor. In this way, you can integrate your conversations with you mentor into
your personal leadership reflection and development plan. Therefore, for graduate student, your final
project will have the value of 150 points. For more details, please read the final project assignment
instructions on ELC.

Grading Scale
Final grades conform to UGA’s +/- system. Numerical grades will translate to letter grades as follows:

A: 94% and above

A-: 90-94%
B+: 87-89%
B: 84-86%
B-: 80-83%
C+: 77-79%
C: 74-76%
C-: 70-73%
D+: 67-69%
D: 64-66%
D-: 60-63%
F: 59% and below

If you would like to discuss your grade or your coursework, you are welcome at any time during the
semester to make an appointment.
 5

Note: As the instructor, I reserve the right to lower at least one letter grade down to the final grade based
on my overall observation and peer evaluation on performance and contribution, if applicable.

Mental Health and Wellness Resources:

• If you or someone you know needs assistance, you are encouraged to contact Student Care and
Outreach in the Division of Student Affairs at 706-542-7774 or visit https://sco.uga.edu. They
will help you navigate any difficult circumstances you may be facing by connecting you with the
appropriate resources or services.
• UGA has several resources for a student seeking mental health services
(https://www.uhs.uga.edu/bewelluga/bewelluga) or crisis support
(https://www.uhs.uga.edu/info/emergencies).
• If you need help managing stress anxiety, relationships, etc., please visit BeWellUGA
(https://www.uhs.uga.edu/bewelluga/bewelluga) for a list of FREE workshops, classes, mentoring, and
health coaching led by licensed clinicians and health educators in the University Health Center.
• Additional resources can be accessed through the UGA App.

UGA Coronavirus (COVID-19) Information and Resources

Face coverings:
Following guidance from the University System of Georgia, face coverings are recommended for all
individuals while inside campus facilities.

How can I obtain the COVID-19 vaccine?

University Health Center is scheduling appointments for students through the UHC Patient Portal
(https://patientportal.uhs.uga.edu/login_dualauthentication.aspx). Learn more here –
https://www.uhs.uga.edu/healthtopics/covid-vaccine.

The Georgia Department of Health, pharmacy chains and local providers also offer the COVID19
vaccine at no cost to you. To find a COVID-19 vaccination location near you, please go to:
https://georgia.gov/covid-vaccine.

In addition, the University System of Georgia has made COVID-19 vaccines available at 15 campuses
statewide and you can locate one here: https://www.usg.edu/vaccination.

What do I do if I have COVID-19 symptoms?

Students showing COVID-19 symptoms should self-isolate and schedule an appointment with the
University Health Center by calling 706-542-1162 (Monday-Friday, 8 a.m.-5p.m.). Please DO NOT
walk-in. For emergencies and after-hours care, see, https://www.uhs.uga.edu/info/emergencies.

What do I do if I test positive for COVID-19?

If you test positive for COVID-19 at any time, you are required to report it through the DawgCheck Test
Reporting Survey. We encourage you to stay at home if you become ill or until you have excluded
 6

COVID-19 as the cause of your symptoms. UGA adheres to current Georgia Department of Public
Health (DPH) quarantine and isolation guidance and requires that it be followed. Follow the instructions
provided to you when you report your positive test result in DawgCheck (https://dawgcheck.uga.edu/).

Guidelines for COVID-19 Quarantine Period (As of 8/1/21; follow DawgCheck or see DPH website
for most upto-date recommendations)
Students who are fully vaccinated do not need to quarantine upon exposure unless they have symptoms
of COVID-19 themselves. All others should follow the Georgia Department of Public Health (DPH)
recommendations:

Students who are not fully vaccinated and have been directly exposed to COVID-19 but are not showing
symptoms should self-quarantine for 10 days. Those quarantining for 10 days must have been
symptom-free throughout the monitoring period and continue self-monitoring for COVID-19 symptoms
for a total of 14 days. You should report the need to quarantine on DawgCheck
(https://dawgcheck.uga.edu/) and communicate directly with your faculty to coordinate your coursework
while in quarantine. If you need additional help, reach out to Student Care and Outreach ([email protected])
for assistance.

Students, faculty and staff who have been in close contact with someone who has COVID-19 are no
longer required to quarantine if they have been fully vaccinated against the disease and show no
symptoms.
 7

Tentative Course Schedule

ADPR 5930E/7930E—PR Ethics, Diversity and Leadership

Note: The course syllabus is a general plan for the course; deviations announced to the class
by the instructor may be necessary.

The following is a tentative schedule for class assignments and course work. We’ll add any other
requirements or make necessary adjustments as we progress through the semester. You are
expected to keep up with all readings, though we will not discuss all of them in depth on course
online discussion board. Some of the expected discussion will take place online via our ELC
course page as assigned by your instructor.

IMPORTANT: All weekly assignments are due by 11:59 p.m. on Sunday of the same week.
Assignments with different deadlines will be highlighted in yellow.

TENTATIVE COURSE SCHEDULE:

Weeks Dates Topics Required Coursework Due Dates
Readings

Module 1: Understanding Leadership and The State of Leadership Research in PR

Week 1 08/18-08/20 • Class Introduction Course • Welcome email
syllabus • Review our course
syllabus
• Get your textbook
• Sign up for PR ethics
training via Page
Center
• Get familiar with the
structure of our textbook

Week 2 08/23-08/27 • Understanding Chapter 1 • Weekly reflective

Leadership Chapter 2 essay 1: Leadership
• The State of research in public
Leadership relations
Research in Public • Reflective essay is
Relations due by 11:59 p.m. on
Aug. 29, Sunday.
 8

Week 3 08/30-09/03 • The Situational Chapter 3 • Weekly reflective

Barriers to PR Chapter 7 essay 2: Situational
Women’s barriers and influence
Leadership building
Advancement • Reflective essay is due
• Define and by 11:59 p.m. on Sept.
Achieve 5, Sunday.
Influence

Module 2: Ethical and Leadership Challenges

Week 4 09/06-09/10 • Ethical Chapter 4 • Weekly reflective essay
Note: Labor leadership Chapter 8 3: Ethical leadership
Day is on • Ethics counsel and ethics counsel
09/06.
• Reflective essay is due
by 11:59 p.m. on Sept.
12, Sunday.
Week 5 09/13-09/17 • Balancing Chapter 6 • Weekly reflective essay
Professionaland Family Chapter 9 4: Work-life balance
Responsibilities and support network
• Work-family Reflective essay is due
Integration and • by 11:59 p.m. on Sept.
the Influence of 19, Sunday.
Mentors

Week 6 09/20-09/24 • Leadership Chapter 5 • Weekly reflective essay

Development and 5: Leadership
participation development and
participation
• Reflective essay is due
by 11:59 p.m. on Sept.
26, Sunday.
Week 7 09/27-10/01 • Building an Chapter 10 • Weekly reflective essay
Ecosystem in talent 6: Action and strategies
management needed in talent
management
• Reflective essay is due
by Oct. 03, Sunday.
Module 3: PR Ethics and Diversity in PR
Week 8 10/04-10/08 • Module 1: Lessons 1 & 2 • Assessment tests for
Introduction to under module Module 1
Public Relations 1 • Certificates of Module 3
Ethics due by 11:59 p.m.
 9

• Online discussion due by

11:59 p.m. on Oct.
10, Sunday.
Week 9 10/11-10/15 • Module 3: Lessons 1 & 2 • Assessment tests for
Professional under module Module 3
Codes of Ethics 3 • Certificates of Module 3
due by 11:59 p.m.
• Online discussion due by
11:59 p.m. on Oct.
17, Sunday.
Week 10/18-10/22 • Module 10: Lessons 1 & 2 • Assessment tests for
10 Diversity in under module Module 10
Public Relations 10 • Certificates of Module
10 due by 11:59 p.m.
• Online discussion due by
11:59 p.m. on Oct.
24, Sunday.
Module 4: Ethical Implications of Digital, Global Communication, and Fake News
Week 10/25-10/29 • Module 5: Lessons 1 & 2 • Assessment tests for
11 Digital Ethics under module Module 5
5; • Certificates of Module 5
due by 11:59 p.m.
• Online discussion due
by 11:59 p.m. on Oct.
31, Sunday Spooky
Day!

Week 11/01-11/05 • Module 6: Lessons 1 & 2 •Assessment tests for

12 Ethics in a under module Module 6
Global Context 6 • Certificates of Module 6
due by 11:59 p.m.
• Online discussion due
by 11:59 p.m. on Nov.
7, Sunday.
Week 11/08-11/12 • Module 11: Lessons 1 & 2 •Assessment tests for
13 Media Framing under module Module 11
and Ethics 11 • Certificates of Module
11 due by 11:59 p.m.
• Online discussion due by
11:59 p.m. on Nov.
14, Sunday.
 10

Week 11/15-11/19 • Module 12: Lessons 1 & 2 • Assessment tests for

14 Ethical implications of under module Module 12
Fake News of 12 • Certificates of Module
PR 12 due by 11:59 p.m.
• Online discussion due by
11:59 p.m. on Nov.
21, Sunday.
Week Thanksgiving • Thanksgiving No new content • Students working on
15 Week Holiday Break final project
Week • Last week of Studens • Students working on
16 class working final project
• No new content on
• Final project final • Leadershp
project
development final
project due by 11:59
p.m. on Dec. 7.
NO FINAL EXAM
LEARNING OUTCOMES
Upon successful completion of this course, you will be able to:
• Examine the role of communication industries in constructing identity.
• Recognize the importance of diversity and inclusion in constructing identity.
• Develop critical thinking and problem-solving skills
• Apply ethical perspectives to advertising and PR settings and situations.
• Use analytic skills to challenge what you see and hear in communication.
• Identify and critically analyze communication and media problems in diverse
organizational contexts.
• Become more responsible consumers and producers of communication and media
products.

COURSE DESCRIPTION
This course will explore how identities (i.e., gender, sexuality, race, ethnicity, nationality,
religion, class, etc.) shape and are shaped by media through the production of communication
and media. Through the lens of power and identity, we will look at how media and
communication shape how we come to understand ideologies (e.g., feminism, nationalism) and
 2

resistance to these ideologies. We will also explore contemporary case studies to analyze how
power and identity function to shape popular culture and communication.

We will critically examine what culture means, and how and why it is enmeshed with the media
texts and communication in your lives.

P ROFESSOR

Dr. E. Ciszek
Office Hours: by appointment
Email: [email protected]
Pronouns: they/them/theirs

T EACHING A SSISTANT

Asma Sifaoui
Office Hours:
Email: [email protected]
Pronouns: she/her/hers

REQUIRED READING
 3

The Power of Identity by Manuel Castells. Volume II

Available through UT Library here

Beyond the Binary, Alok Vaid-Menon

Imaginary Borders, Xiuhtezcatl Martinez
This Is What I Know About Art, Kimberly Drew

This is a IN-PERSON course. That means that course content will be delivered during our class
sessions.

Class materials will be available on Canvas. All course materials, assignments, and quizzes will
be available via CANVAS. The instructional team will be available via email and Zoom (see
“How should we communicate, and what are my communication responsibilities as a student?”
in policies below).

In my experience with in-person classes...

• Students and faculty benefit from meeting face-to-face to connect about course topics.
• In-person learning is good for our mental health. We learn much more than course content
during in-person sessions. We get social and emotional connection.

COURSE EXPECTATIONS We expect that you will...

• Take care of yourself, manage your time, and communicate with the teaching team and
with others if things start to feel out of control or overwhelming
• Familiarize yourself with the syllabus including all of the course policies, due dates, and
grading criteria
• Complete all required content for the course on deadline, including watching and/or
listening to all lectures and completing all readings
• Participate in group projects effectively, fairly, and inclusively (e.g., attending all virtual
team meetings, helping each other be successful, doing your fair share)
• Engage and help others engage during group discussions and class activities (e.g.,
bringing in articles/videos, personal experiences, additional academic ideas)
• Listen and post with academic charity and respect for others
• Ask for help right away if you feel confused or lost
You can expect that we will...
 4

• Design and execute a class that is fair, fun, and focused on your learning and that supports
your mental and physical wellness.
• Facilitate discussions that are respectful and inclusive and that protect your right to
express yourself.
• Provide and guide discussions, post content and assignments, and give feedback in a
timely fashion.
• Provide sufficient guidance and structure to help make sure you are successful
• Engage during group discussions and class activities (e.g., bringing in external articles
popular press articles/videos, personal experiences, additional academic articles; listening
and posting with academic charity and respect)
• Answer questions within 48 hours.

ASSIGNMENTS
Course Assignment Point Value
Class Activities 100 (10 activities x 10 pts.)
Communication Critique 100 (1 critique x 100 pts.)
Peer Responses 200 (5 responses x 40 pts.)
Creative Project 600 (4 check points x 150 pts.)
Total Points Possible 1000

Class Activities
There will be a total of 10 class activities to complete throughout the course of the semester.
They will correspond to each module. The activities will be due by 11:59 pm on Sunday of the
module week.

Communication Critiques & Peer Responses

There will be one critique per modules 5-10 (for a total of 1 critique and 5 responses). During
these weeks, team members take turns (see “Communication Critique Posting Schedule”)
choosing and posting a critique that they think is relevant to the TOPIC for the week and then
provides a critique. Once the critique is posted, team members have 24 hours to post their
reactions/opinions to the ad and to respond critique. To clarify: in total, each student will be
writing one main communication critique and five responses.

Creative Project
Working in small teams, you will identify a topic or issue that is relevant to you (e.g.,
environment, immigration, economic inequality, health and nutrition, gender inequality). In this
project you will be considering how the topic relates to media and communication, collecting
primary data, making sense of it, and coming up with a deliverable that moves the needle on the
issue.
 5

Events
Oct. 6, 12:30—2 – Screening of “What We Leave Behind” and talk back with director and RTF
professor Iliana Sosa – a personal story about her grandfather’s effort to build a house in rural
Mexico and her story’s effort to build a connection across borders and generations

Oct. 12 (time TBD) – Lecture by Pulitzer-winning science writer Ed Yong. He is an amazing

writer whose work has many parallels with communication and thinking outside of our own
boxes. He is Malaysian-British.

Nov. 8 (evening) – Film screening and panel discussion of “Flee,” Oscar winner for best
documentary in 2021. An amazing animated-real life fusion about a boy fleeing Afghanistan who
has to hide in many senses of the word, including hiding his gayness from his own community of
refugees. This panel will feature a couple students and a couple professors.

A NOTE ON WORKLOAD
To help you figure out how much time you can expect to spend on this class, consider the
following. For each 1 credit hour, the university estimates workload to include one hour in class
and an additional two to three hours studying outside of class for a total of 3 to 4 hours per week
(per credit hour). For a single, 3-credit course, workload would look like this: 3 hours in class +
6 to 9 hours studying outside class per week = 9 to 12 hours per week

Over a 15-week semester, the total hours would be: 9 to 12 hours per week X 15 weeks = 135-
180 hours per semester

Keep this time commitment in mind as you balance your other obligations, including work,
internships, and other classes.

This class will be graded using the plus/minus grading system, as outlined by the university’s
provost office (http://www.utexas.edu/provost/planning/plus-minus/).
 6

• When we grade your work, you start with zero points. You earn points based on the
quality of the work and the accuracy, appropriateness, and detail of your answers. You do
not start with 100 points and then lose them based on mistakes you might make. Your
final points represent the total points earned for that assignment, not the number of points
“taken away” for errors or omissions.
• Grades will be posted to the Canvas grade book continually throughout class. I will
attempt to upload grades within a reasonable time after their submission. Assignment
feedback (where appropriate) will be returned via Canvas.
• Any questions or concerns about a grade must be presented in writing (i.e. via email)
within two days (i.e., 48 hours) after the grade is announced or posted. Grades will not be
discussed after this two-day period.
• I will not “round up” grades. So, if you earn an 89.6% that translates into a B+ and will
not be rounded up to 90% (an A-). Note that Canvas often rounds up so your grade on
Canvas might not be accurate. Always add up your total points to determine your grade.

COURSE AND UNIVERSITY POLICIES

Late Policy

All assignments should be submitted through Canvas. No late work will be accepted. If you have
an emergency that prevents you from submitting your work on time, please let myself or your
assigned TA know as soon as possible.

What if I learn differently and need accommodations?

 7

Our principal goal is that you learn. If you learn differently or struggle to learn in a typical
classroom setup, you should consider requesting accommodations through the Division of
Diversity and Community Engagement, Disability & Access. The university is committed to
creating an accessible and inclusive learning environment consistent with university policy and
federal and state law. Please let me know if you experience any barriers to learning so I can work
with you to ensure you have equal opportunity to participate fully in this course. If you are a
student with a disability, or think you may have a disability, and need accommodations please
contact Disability & Access (D&A). Please refer to the D&A website for more information:
http://diversity.utexas.edu/disability/. If you are already registered with D&A, please deliver
your Accommodation Letter to me as early as possible in the semester so we can discuss your
approved accommodations and needs in this course.

What if I need to miss a “class,” an assignment, or an exam?

You may need to be late or miss a post due to illness, religious holiday, compulsory military
service, or an emergency beyond your control. According to University policy, you should
provide notification of a pending absence as soon as possible prior to the date of observance of a
religious holy day or absence for military service. We ask that you contact us at least two weeks
ahead of time. If you need to miss a deadline due to an emergency, please consult with us as soon
as possible.

Should you begin to have trouble keeping up during the class due to personal circumstances
(e.g., personal illness, death in the family), please speak with your academic advisor or the Dean
of Students.

What if CANVAS eats my homework or some other technology prevents me from completing an
assignment?
It is your responsibility to learn to use the technology we are using in this class and check that
your assignments have been received. For example, you should be able to view your submissions
using the CANVAS system. For example, if CANVAS won’t let you post, send us an email with
your work attached. That way, you still get credit, and we can troubleshoot together.
Nonetheless, no technology or learning management system is perfect. Everyone gets one
technology-hiccup pass per semester so long as you complete all the required work to turn in
your assignments using other means and let us know as soon as possible that you have run into
trouble. Please also take a screenshot of the error, and include the URL, date, and time of the
error.

Rules of the Road

Sharing of Course Materials is Prohibited: No materials used in this class, including, but not
limited to, lecture hand-outs, videos, assessments (quizzes, exams, papers, projects, homework
assignments), in-class materials, review sheets, and additional problem sets, may be shared
online or with anyone outside of the class unless you have my explicit, written permission.
 8

Unauthorized sharing of materials promotes cheating. It is a violation of the University’s Student

Honor Code and an act of academic dishonesty. I am well aware of the sites used for sharing
materials, and any materials found online that are associated with you, or any suspected
unauthorized sharing of materials, will be reported to Student Conduct and Academic Integrity in
the Office of the Dean of Students. These reports can result in sanctions, including failure in the
course.
Class Recordings: Class recordings are reserved only for students in this class for educational
purposes and are protected under FERPA. The recordings should not be shared outside the class
in any form. Violation of this restriction by a student could lead to Student Misconduct
proceedings.

Equity and Inclusion

It is my intent that students from all diverse backgrounds and perspectives be well served by this
course, that students’ learning needs be addressed, and that the diversity that students bring to
this class can be comfortably expressed and be viewed as a resource, strength and benefit to all
students. Please come to me at any time with any concerns.

Professional courtesy and sensitivity are especially important with respect to individuals and
topics dealing with differences of race, culture, religion, politics, sexual orientation, gender
identity & expression, and nationalities. Class rosters are provided to the instructor with the
student’s legal name, unless they have added a “chosen name” with the registrar’s office, which
you can do so here. I will gladly honor your request to address you by a name that is different
from what appears on the official roster, and by the pronouns you use
(she/he/they/ze, etc). Please advise me of any changes early in the semester so that I may make
appropriate updates to my records. For instructions on how to add your pronouns to Canvas, visit
this site. More resources available on the Gender and Sexuality Center’s website,
www.utgsc.org.

Title IX
Title IX is a federal law that protects against sex and gender-based discrimination, sexual
harassment, sexual assault, sexual misconduct, dating/ domestic violence and stalking at
federally funded educational institutions. Title IX Disclosure regarding availability of support
and state law reporting requirements, as provided here.

UNIVERSITY RESOURCES
The Sanger Learning Center
Did you know that more than one-third of UT undergraduate students use the Sanger Learning
Center each year to improve their academic performance? All students are welcome to take
advantage of Sanger Center’s classes and workshops, private learning specialist appointments,
 9

peer academic coaching, and tutoring for more than 70 courses in 15 different subject areas. For
more information, please visit http://www.utexas.edu/ugs/slc or call 512-471-3614 (JES A332).

Counseling and Mental Health Center

All of us benefit from support during times of struggle. Know you are not alone. If you or
anyone you know is experiencing symptoms of stress, anxiety, depression, academic concerns,
loneliness, difficulty sleeping, or any other concern impacting your wellbeing – you are strongly
encouraged to connect with CMHC. The Counseling and Mental Health Center provides a wide
variety of mental health services to all UT students including crisis services, counseling services
with immediate support and well-being resources. Additionally, CARE Counselors are located
within the academic schools and colleges. These counselors get to know the concerns that are
unique to their college’s students. For more information on CMHC, visit https://cmhc.utexas.edu
or call 512-471-3515.

Moody has our own CARE counselor, Abby Simpson. You can make an appointment
with her by calling: (512) 471-7642

Student Emergency Services

http://deanofstudents.utexas.edu/emergency/

Libraries
Need help searching for information? http://www.lib.utexas.edu/

Important Safety Information- BCAL

If you have concerns about the safety or behavior of fellow students, TAs or Professors, call
BCAL (the Behavior Concerns Advice Line): 512-232-5050. Your call can be anonymous. If
something doesn’t feel right – it probably isn’t. Trust your instincts and share your concerns.
 10

SPC 333 Spring 2022 Syllabus (#2896)

Race, Class & Gender in Media

3.0 Credit Hours (In Person)
Wednesday 4:30-7:10 – Houston 212

Professor: Dr. Michael I. Niman

(http://works.bepress.com/niman)
Office Hours: T/R 1:40-2:55, W 2:50-4:20 & By Appointment
Office: 127 Buckham B Wing
Website: http://mediastudy.com/articles

Course Overview, Methodology (and catalog description)

 11

This course offers a “critical analysis examining how American media shapes and
represents issues relating to race, class and gender identities and relationships” (catalog
description). Our classroom is a judgement-free safe space where we explore sometimes
difficult subject matter. We examine socially constructed concepts of race, class and
gender, asking what individuals or groups construct and maintain these representations,
and how these representations affect all members of our society. In order to do this, we
critically examine the history of “race,” class and gender relations, using this knowledge to
help us critically examine contemporary media texts, looking at how representations of
race, class and gender serve to maintain exploitative social and economic structural
relationships.

In order to do this, students will learn to employ critical media theory to deconstruct mass
media messages in an effort to identify how media makers construct representations of
various groups, and how these constructions impact society. Students will examine how
stereotypes, language and visual codes serve to create and maintain a societal definition of
“normal” that marginalizes or excludes major sectors of the American population. Finally,
we’ll question whether the media serves to improve or undermine relations between the
various groups comprising America’s cultural mosaic.

Course Learning Outcomes

On completion of this course, students will be able to: (1) Examine representations in the
context of a social system in which the media has significant authority and power in
influencing public opinion. (2) Systematically explore the role of media in understanding,
respecting and valuing diverse peoples and cultures. (3) Recognize and analyze various
representations of traditionally underrepresented groups in the media. (4) Analyze the
ways in which the media contribute to privilege and injustice through stereotyping,
prejudice and discrimination. (5) Critically examine the past, present and prospective
impacts of the media on diverse groups within American society, and the impacts of those
groups on the media.
 12

BSC Intellectual Foundations “D” Diversity Course Learning Outcomes

♦Students will demonstrate the ability to:
1. Critically examine the past, current or prospective influences of diverse groups on
American society.
2. Analyze the ways in which social and institutional structures can contribute to privilege
and injustice through stereotyping, prejudice and discrimination.
3. Explore systematically the importance of understanding, respecting and valuing diverse
people or cultures.
4. Critically reflect on how their values, attitudes and beliefs have developed and affect their
perceptions of, and relations with others.
5. Assess the ways in which individuals, acting alone and in groups, can contribute to social
justice.
♦Definitions
The term "diverse groups" shall be defined to require the course to focus on one or more of the
following key aspects of who we are as Americans: class, race, religion, ethnicity, gender/sexual
orientation and disability.
♦Objectives
The goal of the diversity requirement is to prepare students to live and work in a multicultural
society through an academic experience in which students can
• increase their knowledge related to one or more diverse groups;
• develop their inter-cultural cognizance, sensitivity, and commitment to social justice;
• examine their personal perceptions, preconceptions and values and understand their
sources and how they affect their relationships with others; with the ultimate goal of
expanding their reference group membership to include others who they perceive as being
different from themselves.

GRADING

45% Class Participation – Includes writing reading-based rhetorical essays and

participating in class discussions. Essays will demonstrate a reflective comprehension of
the reading material and must be brought to class. Students will write one essay for each
chapter or article included as part of that week’s readings (meaning Book and Reading
Pack chapters and articles). A good essay should cite the reading and demonstrate an
understanding of the depth and breadth of the issues discussed in the reading while
offering your reflection (informed opinion and empirical arguments written in the first
person) on the readings. I will collect and grade essays each week. They should be “typed”
and pages should be stapled together (buy a stapler). Students who are not in class are not
participating (as in not earning a good participation grade). Hence, I will not accept late
essays w/o medical or catastrophic event documentation (students turning in late work
with my permission should download, print and fill out a late assignment petition and
attach it, with the required documentation, to your late assignment. Essays should be
brought to class during the week after which they were assigned. On the top of each sheet
of Essays, write “SPC 333,” your name and the number (as per syllabus) of the week that
they are due, which is the week that you are turning them in. The readings assigned during
 13

week one (Week Two Readings), are due in class week two, and should read “Week Two”
on top of the page.

You have the option of writing standard concise essays, or writing separate
paragraphs as bullets, each one reflecting upon (giving your informed opinion) on an
aspect of the reading that engaged you. Either way, be sure to complete one essay or
bullet list for each reading unless the reading is marked “no essay necessary,” and label it
listing the author and title of the essay. Your grade is based on the depth of your
engagement with the readings, no matter how you chose to document this.

Essay Grading Rubric:

U = Unsatisfactory, as in, you show no evidence that you read or
understood the week’s readings.
S = Satisfactory, as in, you show evidence that you both read and
understood the week’s readings.

The reading load for this class averages 38 pages per week of upper-division-level
articles and chapters.

Please note, each class session and assignment represents one week of participation.

15% “Race, Class and Gender in My Life” Introspective Essay – Due Week 5
(3/2)
Writing in the first person, reflect critically upon the role that race, racism, race relations,
social class dynamics, gender identity, privilege and discrimination have played in your
life. ■Think not just locally, but also think about your role in the global economy either as
a consumer, producer or both. What role, if any, has race, class and gender identity,
privilege and oppression played in ❶your interpersonal relations, ❷your economic
situation (including employment), ❸your education, ❹your physical and mental
health. ❺where you live, ❻your political outlook, ❼etc. Add categories to the above
list as you see fit. Be sure to focus on both how your identity has hurt you, and how it
might have privileged you.

Start thinking about this project at the start of the semester. Your grade will depend on
how comprehensive, rich and introspective your essay is (submitted work is confidential).
This assignment will earn a letter grade. Do not submit a minimal effort that is not worthy
of putting your name on it. You are writing about your own life. You are an expert on this
subject. ■Reference outside materials. ■Use subheadings liberally when writing your
paper. It makes it easier to write, read and grade. ■ See my style guide. ■Stop by my
office if you have any questions.

15% Social Class in Buffalo Walking Tour - Writeup Due Week 8 (10/20)
 14

Instructions are available on Blackboard.

25% Semester Research Paper – START NOW! Due 5/11 –

Progress Report Due Week Six (3/9) inc. listing of research gathered so far.
Fall 2021 Semester Topic
White Supremacy in American Culture and Media.
Examine the rise of racism (white supremacy) in the US since the 2016 election, paying
particular attention to how different media outlets report on issues of racism, and how
racism is promoted by various media sources.

• In an honest 10+ page paper, be sure to cite journalists and scholars writing about
issues of racism while also contextualizing this writing with your own informed
reflection.
• You should use the first person when writing and you can briefly include mention
of your own experiences, if applicable.
• Your summary should include your informed comments on where we go from
here.
• In addition to scholarly sources and journalistic material, reference class
discussions and readings (must reference at least two readings from the course
reading pack – identify them in the Ref. Cited section as being from the SPC 333
Reading Pack).
• Since this is a research paper, your grade depends upon the quality of your
research. Paper must contain a References Cited section. List all of the material
you are citing in this section. See my style guide at Blackboard for information
about how to cite your references. Start your research now.
• No portion of the paper may be recycled from a previous or concurrent class. See
note on plagiarism below. Paper must be submitted as printed copy and also as an
electronic copy uploaded to Turn-in-In via the SPC 333 Blackboard Site.
• Print & USE SEMESTER RESEARCH PAPER CHECKLIST.

SUNY Grading Policies: http://www.buffalostate.edu/academicaffairs/x567.xml

Tutoring appointment: https://academiccommons.buffalostate.edu/tlc

Writing Ctr. appointment: https://academiccommons.buffalostate.edu/writing-

center

Please Note:
All policies articulated in this syllabus supersede Communication Department suggested
policies.

{Prerequisite Requirement} If you lack the writing and reading comprehension competencies
needed to successfully engage upper division course materials and produce
15
 16

written work appropriate for a 300-level course, you should immediately seek supplemental
instruction and attempt this class during a subsequent semester or, if under the advice of your adviser
or academic mentor, with regular tutorial support.

Grading of student papers will reflect Standard American English usage (S.A.E.). Buffalo State
students and faculty generally use Chicago, APA or MLA bibliographic styles. All are acceptable.
Students should use one style consistently throughout their paper. I prefer The Chicago Manual of
Style for this class. A Chicago style guide is available online at
http://mediastudy.com/AAAstyleguide.pdf.

{Academic Integrity} PLAGIARISM will result in an AUTOMATIC COURSE FAILURE and

departmental or college DISCIPLINARY ACTION. Ask around – I firmly enforce this policy w/o
exceptions. Plagiarism means passing off someone else’s ideas, work or writing
(intellectual property) as if it is your own. Quotes must be inside of quotation marks and clearly
cited. Any other use of a sequence of words, no matter how few, not written by you constitutes
plagiarism. Likewise, any series of ideas presented by someone else, or any analytical structure
written by someone else, must be properly cited even if you present their work in your own words.
Professor reserves the right to upload all papers into antiplagiarism databases.

{Academic Integrity} Inflating a References Cited Section by listing material you do not actually
cite is a violation of academic integrity and will result, at the discretion of the professor, in an
assignment failure or course failure.

{Academic Integrity} Surreptitiously turning in an absent student’s assignment constitutes fraud

on the part of both students involved and will minimally result in automatic class failure for both
students. A student with an excused medical or catastrophe absence may send their paper to class or
to my office with another student if it has a clear note attached explaining the reason for the excused
absence.

{Decorum} Use of computers, tablets and palm devices (including “Smart Phones”) and actively
networked wearable tech is strictly prohibited and enforced during class except with permission of
the professor as a disability accommodation as provided for under Section 504 of the Rehabilitation
Act of 1973. Use of such devices during instructional time will result in lowering of class
participation grade and, in repeat cases, removal of the student from the class due to disruptive
behavior. The exception to this prohibition will be when a student, with the professor’s knowledge
and approval, conducts class-related research to augment class discussion. The reasons for this
prohibition are both pedagogic and in the interest of maintaining a safe classroom environment.

Phone Addiction: Frequent classroom ingress and egress due to screen/phone addiction is disruptive.
Students should alert professor regarding medical issues that require frequent bathroom breaks. Up to
date info on screen addiction including self-treatment and inpatient and outpatient treatment options,
is available on the class Blackboard page. This class is adaptive to accommodate clinical recovery
needs of those in treatment for Screen Addition Disorder. Please discuss your treatment plan with the
professor.
 17

The use of electronic recording devices is prohibited in class except with permission of the
professor as a disability accommodation provided for under Section 504 of the Rehabilitation
Act of 1973. All course content is protected intellectual property. All in-class discussion is
protected under state and federal privacy laws. The reasons for this prohibition are to protect
the privacy of classroom discussions.

Email policy: During the semester I will attempt to answer student email messages within
two business days of receipt. Emails received after 6 PM will be logged received during the
following business day.

Time Requirement: SUNY standards mandate that 3.0 credit courses require at least 9.0
hours of work per week. This course adheres to that standard so set your schedule
accordingly.

BSC Disabilities Policy: “Any student who requires accommodations to complete the
requirements and expectations of this course because of a disability is invited to make his or
her needs known to the professor and to the Coordinator of Services for Students with
Disabilities, 120 South Wing, 878-4500” (BSC Office of Disabilities Services Syllabus
Statement). A student’s ability status is protected private information.

Screen Addiction Recovery Program Accommodations: Any students enrolled in a screen

addiction recovery program or in recovery from screen addiction should meet with the
professor to discuss accommodations.

Please remember that grading is never quite fair, so don’t expect your grade to always
adequately reflect what you have learned. The best strategy to address the injustices inherent
in grading is to carefully read the reading material, submit exemplary assignments, show up
on time, participate in class and avoid any possible ambiguity regarding the quality of your
work.

By registering for and remaining in this class, students are agreeing to abide by these
guidelines.

To succeed:
Rather than be extrinsically motivated to get good grades, you should be intrinsically
motivated to gain knowledge and transformation
REQUIRED TEXTS

(1) SPC 333 Course Reading Pack – Available (approx $25). Due to the Buffalo State
Covid 19 response policies, this reading pack which is normally printed and distributed by
the Buffalo State Copy center, will instead be available off campus at Queen City Imaging,
 18

an independent business located at 3100 Main Street, open M-F 9-4. Directions here. You
can call 716-832-8100 during business hours and order with a credit card shipped at cost.

(1) Reproducing Racism: How Everyday Choices Lock in White Advantage by Daria
Roitmayr. (2014) NYU Press ($22.50 new).

SUGGESTED ANCILLARY TEXT

(1) How to be an Anti-Racist by Ibram X. Kendi (2019) One World. ($19.57 new)

Required Tools:
Stapler.

Trigger Warning – Over the course of the semester we will discuss contemporary
and historical examples and statistics about racism, misogyny, ethnoviolence and
LGBTQIA2+ bashing, including graphic examples of racist and misogynist media. I
have included this material because I have deemed it necessary to fully meet the learning
outcomes of this class. I also understand that such examples may be disturbing to
individuals. If you feel that discussing or viewing this material in class will be
emotionally challenging for you, please see me before class. You are always free to step
outside of the classroom when you feel material is too disturbing.

Fall 2021 Course Outline

In preparation for Week One, read Cultural Studies, Multiculturalism, and Media
Culture By Douglas Kellner. (in Intro section of Reading Pack).

WEEK 1 (2/2)

Introductions. Discuss xenophobia and ethnocentrism. What is racism? What is

homophobia? What is social class? Melting pot vs. cultural mosaic. Who are we? Why
are we here?

Read Week 2 Reading Packet Reading (Ethnicity and Ethnic Relations by Adalberto
Aguirre and Jonathan Turner) and Roithmayr 1-24. For week 2 write a Reflective Essay for
each of these two readings. Label your work “Week 2 Essays.” Total of two essays due next
week.

WEEK 2 (2/9)

The anthropology of race. Race as a political construct. The economy of racism. The
pathology of racism. Commonalities of various forms of hate and prejudice. Political uses
of polarizing media. Propaganda theory as it pertains to hate speech.
 19

Read Roithmayr 25-54 and Week 3 Reading Packet Reading(Intro to “The Invention of the
White Race Vol. 1). For your week 3 essays, write one Reflective Essay for each of these
two readings. Total of two essays due next week.

WEEK 3 (2/16)

The invention of the white race. Anti-Black racism – America’s persistent prejudice. The
new
“post-racist” racism in American culture and media. Race vs. Ethnicity. Theories on
discrimination, prejudice and “minorities.” Structural/Institutional Discrimination.
{View “Ethnic Notions”}

Read Roithmayr 55-68 and Week 4 Readings. For Week 4, write one essay reflecting on
Roithmayr, one essay on Ehrlich (Ethnoviolence) for a total of (2) essays.

WEEK 4 (2/23)

The economic function of racism – who is privileged and who is robbed. Racial cartels.
Housing segregation and Real Estate cartels. Historical voter disenfranchisement. How
college reinforces class and race privilege. The media-environment model. The incredible
whiteness of news gatekeepers.

Read Week 5 Readings by Jensen and Niman and Read Roithmayr 69-81, 93-107.Cite these
readings as you write your Race/Racism in My Life” Introspective Essay, which is due
next week. See instructions above. Individual essays are not due this week.

WEEK 5 (3/2) “Race, Class and Gender in My Life” Introspective Essay is due.

Discuss “Race/Racism in My Life” Introspective Essay. Confronting privilege and

oppression in our lives, communities and classrooms. What is the media’s role in
maintaining structures of privilege?

Read Week 6 Readings. Write one essay for each of the (3) readings not marked with
instructions to not write an essay (Campbell, Holmes, Niman/Gaming)
Semester project progress report (list resources, references, research conducted so far) due
Week Six.

WEEK 6 (3/9) Semester Project Progress Report Due.

Symbolic and Enlightened Racism. Buddy Films. Applying theories of racism to mediated
images of Arabs and Native Americans. Native American images in the mass media from
Columbus to the present day. Persistent cultural myths (Columbus, Thanksgiving).
Cowboys and Indians. Anacronizing Native Americans. The sports mascot controversy.
 20

Read Week 7 Readings. Read Roithmayr 108-120. Write (3) Reflective Essays based on
these three readings (book and two articles).
Reminder: Walking Tour is due 10/21.

WEEK 7 (3/16)

Disney ™. Deconstruct Disney™ images and the encoding of social messages in

children’s entertainment.
Discuss hard-wired racism, “Lock-ins” and durable structural inequality.

Read Week 8 Readings. Write (2) Reflective Essays Based on these two readings. “Social
Class in Buffalo Walking Tour” Due Next Week. See Blackboard class site for details.
Write your in-depth reaction to the walking tour. Walking tour may be walked earlier in the
semester.

WEEK 8 (3/23) Walking Tour Due

Discuss Walking Tour.

Discuss Chomsky’s conception of “class warfare.” How is this “war” portrayed in the
media?
Discuss Kendall’s arguments about how contemporary American media frames social
class. How do these frames reflect our lived realities? Discuss these frames in the context
of our reactions to the walking tour.

Week 9 Readings. Write (2) Reflective Essays Based on Readings. These are short readings,
so you might want to get working on your final paper this week.

WEEK 9 (4/6)

Social Class: The invisible signifier. Images of the working class in popular culture from
Jackie Gleason to the present. The economics of classism denial. The digital divide.
Media and the new realities of the labor market. Coverage of working class issues in the
news. Labor news vs. business news (where’s Buffalo Labor First?). Social Class
Continued.
Intersection of class, race and gender. “Lock-ins” and durable structural inequality. Show
Ads-Gender PP

Read Week 10 Readings. Write (3) Reflective Essays (Courtenay, Katz, Hedges)

WEEK 10 (4/13) W a n d P/ F De a dl in e 4 / 8

Toxic masculinity. Marketing conflicted identities – a feminist deconstruction of the

advertising industry. Gender-loaded language and the institutionalized marginalization of
women. Applying feminist theory to deconstruct western masculinity. Mediated
constructions of male genders. {View “Generation M”}.
 21

Read Week 11 Readings. Write (3) Reflective Essays Based on Readings (Orenstein,
Jensen/Dines, Dines/Humez).

WEEK 11 (4/20)

Pornography. The political economy of misogyny. The dark side of sex positive.

Read Week 12 Readings. Write (3) Reflective Essays Based on Readings.

WEEK 12 (4/27)

Popular culture and commoditized images of otherness. Is MTV misogynist? Commercial

appropriation of Hip Hop vis-à-vis Misogyny, Homophobia and Racism. Coolhunters and
the theft of black culture. {View “Hip Hop: Beyond the Beats and Rhymes”}

Read Week 13 Readings. Write Reflective Essays Based on Readings.

WEEK 13 (5/4)

Expanding the gender analysis – gay, lesbian and transgendered images in the media. The
anthropology of gender.

Final Paper Due 5/11

WEEK 14 (5/11)

Intersectionality Theory. Compound identities.

CEP WEEK (5/18)

SPC 333 SUGGESTED BOOKS FOR FURTHER STUDY

Sirvant, Roberto and Danny Haiphong. (2019) American Exceptionalism and

American Innocence: A People’s History of Fake News from the Revolution to the
War on Terror. Skyhourse.
Kendi, Ibram X. (2016) How to be an Anti-Racist. One World.
Noble, Safiya (2018) Algorithms of Oppression: How Search Engines Reinforce
Racism, NYU Press.
Anderson, Carol, (2016) White Rage: The Unspoken Truth of Our Racial Divide.
Bloomsbury.
 22

Gilligan, Carol and David J. Richards (2018) Darkness Now Visible: Patriarchy’s
Resurgence and Feminist Resistance. Cambridge.
Kendi, Ibram X. (2016) Stamped from the Beginning: The Definitive History of
Racist Ideas in America. Nation Books.
Isenburg, Nancy (2016), White Trash: The 400-Year Untold History of Class in
America. Penguin.
Watchtell, Diane (editor), (2017) Wolf Whistle Politics: The New Misogyny in
America Today The New Press.
Bornstein, Kate and S. Bear Bergman (2010) Gender Outlaws: The Next Generation.
Seal Press.
Kendi, Ibram X. (2016) Stamped From the Beginning: The Definitive History of
Racist Ideas in America. Nation Books.
Kendall, Diana (2011) Framing Class: Media Representations of Wealth and Poverty
in America (vol. 2) Rowman & Littlefield
Jensen, Robert (2005) The Heart of Whiteness: Confronting Race, Racism, and
White Priviledge. City Lights
Jensen, Robert (2007) Getting Off: Pornography and the End of Masculinity South
End Press
Allen, Theodore W. (2002) The Invention of the White Race: Vol. 1 Racial
Oppression and Social Control (2nd Edition) Verso
Allen, Theodore W. (2002) The Invention of the White Race: Vol. 2 The Origin of
Racial Oppression in Anglo-America (2nd Edition) Verso
Ehrlich, Howard J. (2009) Hate Crimes and Ethnoviolence: The History, Current
Affairs and Future of Discrimination in America. Westview
Paul, Pamela (2005) Pornified: How Pornography is Damaging Our Lives, Our
Relationships, and Our Families Holt
Smiley, Tavis and Cornel West (2012) The Rich and the Rest of US: A Poverty
Manifesto Smiley Books

©2022 Michael I Niman - All Rights Reserved. Online Posting Permission Granted Solely to
Buffalo State College and mediastudy.com. The 2013 Communication Department Course
Revision for SPC 333 is available online at:
http://communication.buffalostate.edu/sites/communication.buffalostate.edu/files/uploads/Docu
ments/SPC333%20201 2.pdf

Cover Photo: © 2015 Jonathan Bachman / Reuters

If you plan to remain in this course, sign and submit this contract on the first day of class. Keep
this copy for your own records and submit the faculty copy to the professor on the first day of
class if you plan to remain in this class.
 23

SPC 333 Spring 2022

COURSE CONTRACT
(student copy – retain for your records)
By signing this contract I attest that:
❖ I have printed, read and understand the syllabus for this class
❖ I meet the prerequisite requirements for enrolling in this class
❖ I understand the work expectations of this class (reading and assignment time
budgets)
❖ I understand the grading policies articulated in the syllabus
❖ I understand and will abide by the Decorum and Academic Integrity rules
articulated in the syllabus and understand that violating these rules can result in my
removal from class
❖ I will regularly check my Buffalo State email and the course Blackboard™ Page
during the semester
❖ I am aware of academic support services available on campus
❖ I will acquire the required textbooks for this class
❖ I will wear a mask at all times while in class and follow the Buffalo State Covid-
19 safety protocols and mandates at all times while on campus.

_________________________________________
Signature

_____________________________________
Print Name

__________________
Date

Sign and submit this contract to the professor on the first day of class if you plan to remain
in this class.
 24

SPC 333 Spring 2022

COURSE CONTRACT
(faculty copy – sign and turn in 12/1 to confirm registration)
By signing this contract I attest that:
❖ I have printed, read and understand the syllabus for this class
❖ I meet the prerequisite requirements for enrolling in this class
❖ I understand the work expectations of this class (reading and assignment time
budgets)
❖ I understand the grading policies articulated in the syllabus
❖ I understand and will abide by the Decorum and Academic Integrity rules
articulated in the syllabus and understand that violating these rules can result in my
removal from class
❖ I will regularly check my Buffalo State email and the course Blackboard™ Page
during the semester
❖ I am aware of academic support services available on campus
❖ I will acquire the required textbooks for this class
❖ I will follow the Buffalo State Covid-19 safety protocols and mandates at all times
while on campus.

_________________________________________
Signature

_____________________________________
Print Name

__________________
Date