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Education & Exclusion: The Boundary ...

Floyd, Nathaniel Saunders.

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Education & Exclusion: The Boundary Work of American Journalism's 20th Century Higher Education Alliance.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Education & Exclusion: The Boundary Work of American Journalism's 20th Century Higher Education Alliance./
Author:	Floyd, Nathaniel Saunders.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	180 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
Subject:	Journalism. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28001475
ISBN:	9798662384101

Education & Exclusion: The Boundary Work of American Journalism's 20th Century Higher Education Alliance.
Floyd, Nathaniel Saunders.

Education & Exclusion: The Boundary Work of American Journalism's 20th Century Higher Education Alliance. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 180 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--Indiana University, 2020.

This item must not be sold to any third party vendors.

This dissertation presents a critical perspective on the development of American journalism education by combining historical methods and a sociological framework. That framework is boundary work, and it serves as the organizing principle of this project. As such, this study privileges boundary work paradigms-participation, practices, and professionalism-over a chronological narrative. It uncovers the interrelationships and power dynamics that structured the development of journalism instruction in higher education. Moreover, it heeds the call for journalism historians to engage with other disciplines and develop more theoretical approaches to understanding the past.Beginning in the 1920s, metropolitan newspaper editors and a select group of educators set out to establish quality control in journalism education. Editors wanted professional status for journalism and they believed linking their professionalism project to elite academic institutions would be to their advantage. Journalism educators wanted an accrediting system to recognize top programs in the field. They established allied professional organizations and educational associations to pursue these goals.The culminating projects would be the achievement of professional status for journalism, and the development of a specialized accrediting body whose authority would be recognized by political, educational, and legal authorities. While they set out to bring order to the field, their attempt to monopolize the training of journalists created an additional social barrier that would exclude women, people of color, and other underrepresented groups from participating in journalism at both the educational and industrial levels.

ISBN: 9798662384101Subjects--Topical Terms:

576107
Journalism.
Subjects--Index Terms:

Boundary work

Education & Exclusion: The Boundary Work of American Journalism's 20th Century Higher Education Alliance.
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520 $a This dissertation presents a critical perspective on the development of American journalism education by combining historical methods and a sociological framework. That framework is boundary work, and it serves as the organizing principle of this project. As such, this study privileges boundary work paradigms-participation, practices, and professionalism-over a chronological narrative. It uncovers the interrelationships and power dynamics that structured the development of journalism instruction in higher education. Moreover, it heeds the call for journalism historians to engage with other disciplines and develop more theoretical approaches to understanding the past.Beginning in the 1920s, metropolitan newspaper editors and a select group of educators set out to establish quality control in journalism education. Editors wanted professional status for journalism and they believed linking their professionalism project to elite academic institutions would be to their advantage. Journalism educators wanted an accrediting system to recognize top programs in the field. They established allied professional organizations and educational associations to pursue these goals.The culminating projects would be the achievement of professional status for journalism, and the development of a specialized accrediting body whose authority would be recognized by political, educational, and legal authorities. While they set out to bring order to the field, their attempt to monopolize the training of journalists created an additional social barrier that would exclude women, people of color, and other underrepresented groups from participating in journalism at both the educational and industrial levels.
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