Kathleen L. Endres

Help-Wanted Female: Editor & Publisher Frames a Civil Rights Issue

This article examines how specialized business magazine Editor & Publisher framed its coverage of the sex amendment of Title VII of the Civil Rights Act of 1964, the legal foundation for the elimination of the help-wanted classified advertising categorized by sex. It charts the evolution of the coverage of its initial 1964 enactment to 1973 when the Supreme Court found commercial speech was not covered under the First Amendment and that laws prohibiting classified ads categorized by sex were constitutional. The article finds three stages in Editor & Publishers coverage: 1964 to 1967, 1967 to 1970, and 1971 to 1973. In each of these phases, the sex amendment of Title VII was framed as being counter to the fundamental principles of the newspaper industry and the First Amendment. The sex amendment and its women supporters were trivialized and delegitimized in the frames crafted by Editor & Publisher.

The Interaction Effects of Gender on Teaching Evaluations.

Student evaluations remain a widely used method of assessing courses and the quality of teaching in higher education for personnel and merit decisions. Yet much controversy surrounds the student evaluation as a measurement of teaching effectiveness. One aspect of this controversy deals with the effect gender has on these evaluations. Does the gender of the instructor affect results on student evaluation instruments? Are female instructors at a disadvantage in the student evaluation process? Does the gender of the student have an effect on the evaluation process? This study was designed to explore answers to these and a number of other questions. It focuses on the field of mass communication, a previously unexamined field with regard to this type of investigation.

National Security Benchmark: Truman, Executive Order 10290, and the Press

This study examines President Harry Trumans executive order that extended a classification system to cover civilian agencies, along with press resistance to that move. In Trumans view, classification was needed to protect national security in the face of growing Communism. But the press argued the order would lead to suppression of legitimate news and that there was no avenue of appeal from classification decisions. This research finds that, in 1987 alone, nearly seven thousand classifiers made more than two million classification decisions, many against allowing openness. Concerns raised during the Truman administration have proven justified.

In Their Own Voices: Women Redefine and Frame Title VII of the Civil Rights Act of 1964

Abstract This article investigates how women-run newspapers and newsletters covered the sex amendment of Title VII of the Civil Rights Act of 1964. The study utilizes framing analysis to examine the editorial content of feminist publications from 1968, when the EEOC adopted regulations designed to implement the sex amendment of Title VII, until 1973, when the Supreme Court struck down First Amendment rights for commercial speech, which forced the restructuring of help-wanted classified advertising in daily newspapers. This time period also covers the beginnings of feminist journalism of the second wave of the womens movement. The study looks at two types of periodicals: NOW newsletters and news service and publications of the radical wing of the womens movement. This analysis reveals that NOW newsletters and news service framed the sex amendment of Title VII as a matter of justice and equality and, in the process, linked the matter to the broader civil rights movement through the rhetorical devices used. This article outlines the deep divisions within the womens movement of the time. The publications of the radical feminists covered the story but ignored NOW, its members and its activities, thus symbolically annihilating the organization and its involvement in the fight for implementing the sex amendment. Other radical publications concentrated on editorially disavowing NOW and its limited focus. Only the readers themselves—through letters to the editor—brought up the news of the sex amendment of Title VII.

New Technology and the Writer/Editor Relationship: Shifting Electronic Realities

This study examines the role new technology is playing in the writer/editor relationship. The study is based on responses to a mail questionnaire sent to a sample of consumer and specialized business editors. Editors reported that the new technology is affecting their relationship with writers and that free-lancers are less apt to use expensive new technology than staff writers. The magazine industry - especially the consumer segment - is moving toward the “virtual workplace.” Authors speculate about the possibility of free-lancers becoming a “technological underclass.”

Magazine Writing Instruction and the Composition Revolution

For the past five years, articles appearing in Journalism Educatorhave urged journalism instructors to change the way they teach. Researchers have emphasized that new advances in composition research point to a new and more effective way to teach writing-the process method. In this method, the teacher focuses on each step through which the writer advances and provides feedback at each stage. Researchers point out that over the past 25 years, the process method has gained acceptance in English departments across the nation and has led to what has been called “the revolution in the teaching of writing.”’ However, these researchers say journalism writing teachers have not kept up, clinging instead to the traditional product method of instruction and emphasizing only the final story. In light of Journalism Educator articles advocating the process method, this study seeks to answer the question: How is journalistic writing taught? Has the process appraach gained acceptance in the journalism classroom? As the first step toward understanding how we teach, this study was limited to magazine and feature writing. Literature review Researchers who have said the p cess method is not used in journali writing courses have based their conc sions on journalism textbooks and jouri articles. For example, Zurek (1986) rai5 the issue of journalism schools lagg behind English departments when wrote, “The importance of writing instr tion and the development of bet newswriters is a key concern in the jo nalism profession. But despite the seric concern of the profession, journalism te and journals show little knowledge ofw might be called the current revolution composition instruction” (p. 19). Olson (1987) also said that jourr ism textbooks do not reflect the curr research in composition. And in one of most recent articles, Pitts (1989) wrote: “In the late 1970s a major paradigm shift occurred in the teaching of composition, from product-based to process-based analysis.. ..Little of that movement has been exhibited in journalism research or teaching methodology ...” (p. 12).* In recommending the process method, these researchers emphasized the benefits of the newer approach to student writers and what they perceived as the

The “Ballyhoo” al New Communication Technology

H ave you ever noticed how every new communication technology has been greeted with ballyhoo? The optimists predict political, social and economic change. So do the pessimists. But invariably nothing really changes— information might be delivered more quickly or in a different format, but the message remains the same. In December 1961, Show magazine, a short-lived, slick magazine of the performing arts, caught this sentiment perfectly on its front cover. Of course, the artist, the writer and the editor— all men— never planned that their cover would be used as a critique of technology. Nonetheless, this cover

The effect of gender on course evaluations in mass communications: a pilot study

This pilot study utilized a male and a female instructor from a midwestern US university, using a production course and traditional lecture course from each. The instructor was not present during the administration. The study found a correlation between gender of instructor and gender of student in the mass communication courses studied. Although none of the studys hypotheses was supported, significant findings and the high correlation found suggest a relationship between instructors and students of the same gender.