2001 and Beyond • 29

“The Challenges of Journalismand Mass Communication Education”

Subcommittee on Inclusivity reportappears on the following pages

• 2001 and Beyond30

Into the 21st Century: The Challengesof Journalism & Mass Comm Education

A report of the Subcommittee on Inclusivity in the New Millennium

By Barbara Bealor Hines, Howard University

For the past two years, the AEJMCpresidential Task Force on Teach-ing and Learning in the New Mil-lennium has studied many of thechallenges facing university fac-ulty, current and future. Thegroup’s main focus, on teachingand learning, was based on the un-derstanding that college commu-nities are changing, as are the con-sumers enrolled in the classroomsof those communities.

The Subcommittee on Inclusivityfocused on two areas that seemedto provide the greatest discussionand implications for anindividual’s chance to succeed inthe academy: diversity and inclu-sion. The subcommittee, mindfulof important work being done bytwo commissions, Status ofWomen and Minorities; one divi-sion, Minorities and Communica-tion; and one interest group, Me-dia and Disability, chose to limitits scope to these areas as they re-lated to the membership ofAEJMC. As the original chargedeveloped, the subcommitteecommitted itself to the following:

• working for full AEJMC mem-

bership diversity, including theavailability of complete and up-to-date demographic information• assisting the leadership in theAssociation and its divisions, com-missions and interest groups — indevelopment of goals and execu-tion of action designed to fully in-clude persons of diverse orienta-tions and background

• placing special focus on diver-sity of attendance and participa-tion at conventions, conferences,meetings and workshops, as wellas within the association’s com-mittees

• working to influence fullinclusivity of curricula of bothmember and non-member institu-tions through development of cur-riculum resource guides and websites

• focusing on, but not being lim-ited to, people with disabilities,minorities, women, non-tradi-tional students, international stu-dents and faculty and gay and les-bian students and faculty.

Complementing the work of thesubcommittee was a study createdby the AEJMC Oversight Commit-tee on Diversity conducted by

2001 and Beyond •

Carmen L. Manning-Miller of Mis-sissippi, and Karen Brown Dunlapof the Poynter Institute andfunded by AEJMC. The study wasundertaken to assess diversity re-search and steps taken toward di-versity in the past 30 years. Thecentral research question they fo-cused on was what could belearned about diversity in journal-ism and mass communicationeducation from three key indica-tors:

(a) student admissions and retention;(b) faculty and administration hiring and retention; and(c) curriculum.

The findings have an implicationfor the next century. Two items tonote from their study (which willbe published in its entirety else-where):

1. In the literature, criticism ofAEJMC’s performance with re-gard to diversity is related to ra-cial/gender/cultural inclusive-ness in the organization’s mem-bership, division leadership, andthe organization’s long-rangecommitment to diversity. A con-tent and a textual analysis of re-ports on the organization’s activi-ties support this contention.

2. Problems arose in conductingsecondary analyses of data andcomparative analyses of priorstudies to variations in definitionsof diversity and definitions ofmulticultural issues in the curricu-

lum, as did the dearth of researchon these issues.

Given this context, their majorfindings concluded:

Student Enrollment

1. Research on student enrollmentsuggests that at the undergradu-ate level and the master’s level,women students outnumber menin the field of journalism and masscommunication. A gender gap,with men outnumbering women,still exists at the doctoral level.The most current findings showthat the gap is widening at thedoctoral level.

2. The percentages of people ofcolor enrolling in journalism andmass communication programs asundergraduate students andgraduate students are increasing.Those numbers are particularlystrong among African-Americanstudents and Hispanic students;however, most authors cautionthat this progress is meager. Theliterature shows most of the stu-dents of color are enrolled at asmall number of schools, many ofthem at historically black institu-tions.

4. A continuing strong presence ofinternational students in master’sand doctoral programs couldmean a greater role for them inU.S. journalism schools. It could

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also encourage more of a U.S. styleof teaching in international jour-nalism programs.

Faculty Hiring, Promotionand Retention

A secondary analysis of ASJMCFaculty/Administrator Demo-graphic Surveys over a 10-year pe-riod indicates:

1. Caucasian male faculty mem-bers earn higher salaries (on astandard nine-month basis) thanCaucasian female faculty mem-bers and faculty members of color.

2. Caucasian women facultymembers earn more than facultymembers of color, but the gap isclosing at certain teaching levels.

3. Salary increases are larger forCaucasian faculty members (menand women) than for facultymembers) of color (men andwomen).

Related studies on faculty hiringindicate the following:

1. The percentages of female fac-ulty members in communicationhave grown to almost a third ofthe total faculty population incommunication.

2. Most of the studies on genderdiscrimination in promotion andhiring do not find direct effects.Instead, results of the studies sug-gest that the existing problems are

related to heavier advising loadsfor women, tokenism, and feweropportunities for sharing re-sources and information,mentoring, networking and coali-tion-building.

3. The percentages of faculty mem-bers of color have remained con-stant over the past two decades.The percentage of faculty mem-bers of color is still less than 10 per-cent.

Most of the hiring of people ofcolor has been at very large uni-versities. One half of the surveyedschools had no tenure-track Afri-can-American faculty. About 79percent had no tenure-track Latinofaculty. Historically black univer-sities and colleges appear to be anoverlooked resource for hiring fac-ulty of color in larger programs.

Multicultural Issues in the Curriculum

1. Most of the studies were con-sistent in finding that few depart-ments are developingmulticultural courses or are ac-quiring materials on multiculturalissues for use in classes.

2. The reports also suggest thatmost of the institutions offeringmulticultural courses in journal-ism and mass communication areprivate and unaccredited.

Manning and Dunlap-Brown offerthese resources for faculty use:

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Annotated BibliographyBooksBeasley, M. & Theus, K. (1988). TheNew Majority: A Look at what the Pre-ponderance of Women in JournalismMeans to the Schools and Professions.New York: University Press ofAmerica. — This book explores issuesthat point to the need for female jour-nalism students to find better jobskills, to find suitable role models, andto make plans for successfully com-bining family life with careers.

Creedon, P. (ed.). (1989). Women inMass Communication, 2nd ed. NewburyPark, California: Sage Press. —Creedon’s edited volume is about gen-der issues in communication:women’s histories, pedagogical is-sues, salary issues and workplace is-sues.

Hutchins, R. (1947). A Free and Respon-sible Press: A General Report on MassCommunication: Newspapers, Radio,Motion Pictures, Magazines and Books.Chicago, Illinois: University of Chi-cago Press. — The Hutchins Commis-sion, formally known as the Commis-sion on Freedom of the Press, was con-vened by the news industry in 1947.This report evaluates, in the contextof constitutionally-mandated FirstAmendment freedoms of expression,the press’ responsibility in the U.S.marketplace of ideas.

Martindale, C. (ed.). (1993). Pluraliz-ing Journalism Education: AMulticultural Handbook. Westport,Connecticut: Greenwood Press. —Martindale brings together in thisbook her experience and the experi-ence of other educators, researchersand journalists who have focused onbringing women and people of color

into journalism and journalism con-tent.

The National Advisory Commissionon Civil Disorders (Kerner Commis-sion) (1968). Report of the NationalAdvisory Commission on Civil Disor-ders. New York: E.P. Dutton, & Com-pany, Inc. — The Kerner Commissionwas convened in 1967 to examine ra-cial violence that spread across thecountry in the 1960s. TheCommission’s report reveals that themedia failed African-Americans byignoring their communities, andWhite Americans, by not providingadequate information for them tomake judgments about U.S. society.

Rush, R. & Allen, D. (1989). Commu-nication at the Crossroads: The GenderGap Connection. Norwood, N.J.:Ablex. — This edited volume presentsperspectives on complicated andcompounding issues behind the ex-clusionary forces against women inthe communication process.

Sharp, N. W., Turk, J. V., Einsiedel, E.F., Schamber, L., & Hollenback, S.(1985). Faculty Women in Journalismand Mass Communications: Problemsand Progress. Syracuse, N.Y.: GannettFoundation. — This study was a fol-low-up to the 1972 survey, More ThanYou Ever Wanted to Know About Womenin Communications Education byRamona Rush, Carol Oukrop andSandra W. Ernst. The study finds thatonly about one in six faculty membersare women. Despite this imbalance,it was reported that women facultyin the communications field weregenerally happy with their jobs. Interms of salary, the study finds thatwomen in communications in 1983-

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1984 earned less than men at all ranks.The report finds that the respondentsassociated sexual discrimination withscarcity of female administrators inthe field. The study reveals that morethan 60 percent of the survey respon-dents said sexual discrimination wasan issue with regard to committee as-signments, departmental decision-making and travel opportunities. Acontent analysis of leading commu-nications journals conducted as partof this study shows that women wereas active as or even more active thanmen in publishing research.

The Joan Shorenstein Center (1996).Implementation of Ethnic and Diversityin the American Press: Objectives, Ob-stacles and Incentives. Harvard Univer-sity: John F. Kennedy School of Gov-ernment. — This report concludesthat while research has been done andthe objectives are clear, there are nu-merous obstacles to implementationof racial and ethnic diversity in theAmerican press. The study finds thatthe pool of reporters emerging fromtraditional journalism education pro-grams is not diverse. And the centralpress tradition of objectivity is in con-flict with the notion of diversity in thenewsroom.

Wilson, C. & Gutierrez, F. (1985). Mi-norities and Media Diversity and the Endof Mass Communication. Beverly Hills,California: Sage Publications. — Wil-son and Guiterrez examine pedagogi-cal and personnel issues that chal-lenge the media industry.

ArticlesBecker, L., & Engelman, T. (1988).“Class of 1987 describes salaries, sat-isfaction found in first jobs.” Journal-ism Educator 43 (3), 4-10, 27. — A sur-

vey of the 1987 graduates in journal-ism and mass communication pro-grams indicates that the percentagesof female graduates and minoritygraduates do not vary significantlyfrom surveys conducted on graduatesin 1985 and 1986. In 1987 two-thirdsof graduates were female and 20 per-cent of the graduates were minority.The report is based on 55 schoolsasked to participate in the study.

Becker, L. B. (1989). “Enrollmentgrowth exceeds the national univer-sity averages.” Journalism Educator 44(3), 3-15. — This study finds that fe-males outnumber males in journalismand mass communication programsin both undergraduate and graduateprograms. The study reports, as pro-jected undergraduate percentages,black students at 7.9 percent of thejournalism and mass communicationstudent body, and Hispanics repre-senting 3.3 percent of the students.The findings also suggest that journal-ism and mass communication educa-tion is making the most progress interms of representing minorities indoctoral programs. Minorities makeup 17.3 percent of the students and21.6 percent of the doctoral degree re-cipients.

Becker, L. B. (1990). “Enrollments in-crease in 1989, but graduation ratesdrop.” Journalism Educator 45 (3), 4-15. — Lee Becker found that overallenrollment at journalism and masscommunication programs increasedby 5.6 percent. At the undergraduatelevel the increase was the greatestsince the 1984-85 period. The studyreports that women continue to makeup about 60 percent of the enrollment,except at the doctoral level. The bulkof minority enrollment,10 percent,

2001 and Beyond •

was African-American. The studyfinds that the figures are not consis-tent across all groupings of programsin journalism and mass communica-tion. At accredited programs, 13.8percent of the undergraduate stu-dents were minorities. The figure was20 percent at the unaccredited schoolsnot affiliated with ASJMC.

Becker, L. (1991). “Annual enroll-ment census: Comparisons and pro-jections. Journalism Educator 46 (3),50-60. — This study finds that consis-tent with previous research, womenare 61.9 percent of the enrollment atthe bachelor’s and master’s level. Thepercentage of women in doctoral pro-grams declined. The report indicatesthat the percentage of bachelor’s de-gree students and graduates classifiedas African-American or Hispanic in-creased slightly.

Becker, L. & Kosicki, G. (1997). “An-nual survey of enrollment and de-grees awarded.” Journalism Educator52 (3), 63-74. — The 1997 study findsthat although enrollments grew in1996, the percent of women studyingfor degrees in journalism and masscommunication was largely un-changed. Just under 60 percent of thestudents enrolled in bachelor’s degreeprograms in the autumn of 1996 werefemale. The figure has remained vir-tually unchanged since 1968. Thestudy also finds that the persistentgap between the number of minoritystudents enrolled in journalism andmass communication programs andminorities graduating from those pro-grams suggests the programs con-tinue to have problems retaining andgraduating non-whites.

Cohen, J., Lombard, M., & Pierson, R.

(1992). “Developing a multiculturalmass communication course. Journal-ism Educator 47 (2), 3-12. — This studyexplores ways to introduce culturaland gender elements of mass commu-nication into the curriculum. The au-thors recommend the pedagogicaltools of research projects, writing-to-learn techniques, team efforts and thedevelopment of personal salience.

Congressional Quarterly. (1998, June 5).Www.cq.com. — Report says pro-spective journalists of color are notbeing encouraged in high schools.The level of participation in highschool journalism programs is lowamong students of color.

DeMott, J., & Adams, S. (1984). “Jour-nalism instruction concerning racismand related knowledge: Some per-spectives held by administrators.”Journal of Negro Education 53 (1), 50-58. — The objective of this study wasto explore the extent to which schol-arship related to race and the newsmedia is reflected in education of jour-nalists. The results of the study findthat one-sixth of the sampled admin-istrators reported existing courses re-lated to racial minorities. Adminis-trators reporting no courses gave avariety of reasons: insufficient de-mand for the courses, courses taughtelsewhere in the university and insuf-ficient room in the curriculum.

de Uriarte, M. (1996, May). “Inchingnumbers: Newsrooms fail to attractminorities, because education failedto recruit them.” Quill, 16-18. — Crit-ics blame the lack of a more diversemedia industry on journalism andmass communication programs at col-leges and universities.

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Dickson, T. (1995). “Assessingeducation’s response to multiculturalissues.” Journalism Educator 50 (3), 41-45. — The study finds that accordingto responses by administrators, mostunits accredited by ACEJMC seem tohave done somewhat more thanunaccredited units to sensitize stu-dents to multicultural society and tohire minority faculty and recruit mi-nority students. They also determine,however, that factors other than ac-creditation — namely the institution’senrollment, number of journalism andmass communication majors, propor-tion of minority faculty and propor-tion of black students in the unit —were more likely to indicate the extentto which the unit emphasizedmulticultural elements specificallyemphasized by Standard 12.

Dupagne, M. (1993). “Gender differ-ences in predicting productivity offaculty.” Journalism Educator 48 (1),37-45. — These findings suggest thatproductive female scholars enjoy re-search as much as their male peers andthat traditional reasons cited for ex-plaining females’ alleged lower levelof productivity fail to support findingson female mass communication fac-ulty productivity.

Elmore, G. C., & Balmert, M. (1995May). “A profile of college and uni-versity faculty: Minorities andwomen in advertising, communica-tion, journalism, media studies, pub-lic relations and related fields.” Jour-nal of the Association for CommunicationAdministration 2, 66-81. — This studyindicates that the increasing participa-tion of women in communication isconsistent with national trends acrossdisciplines. The female faculty incommunication was between 30.9 per-cent and 31.9 percent.

Endres, K. & Lueck, T. (1998). “A newinstrument to measure diversity in thecurriculum.” Journalism and MassCommunication Educator 53 (1), 85-94.— The research investigates stressfaced by U.S. journalism and masscommunication faculty. It found thatwomen, more than men, reported ex-periencing emotional problems andbecoming depressed.

Endres, F. & Wearden, S. (1996). “Job-related stress among mass communi-cation faculty.” Journalism and MassCommunication Educator 51 (3), 32-44.— The pilot study examines the in-clusion of diversity issues across jour-nalism and mass communication cur-ricula. It indicates that 10 statementsused in the Iowa standardized evalu-ations are workable in the academicenvironment.

Hernandez, D. (1993, December 11).“Minorities and college papers.” Edi-tor & Publisher, 27. — The article re-ports that, based on two surveys,more students of color work at collegepapers than at commercial dailies, butracial tension between campus papersand students still exists.

Grunig, L. S. (1987, August). “Shat-tering the ‘glass ceiling’ in journalismeducation: Sex discrimination in pro-motion and tenure.” Journalism Quar-terly 66, 93-100, 229. — This study ex-amines the disparate treatment in ten-ure and promotion decisions womenmay receive because of gender. Thefindings show few direct effects onpromotion and tenure. Instead, theauthors uncovered a pattern of biasthat indirectly affected women’schances for success in higher educa-tion. The main source of inequalityseemed to be the small numbers of

2001 and Beyond •

women on the typical faculty. Relatedproblems included tokenism; an im-balance in gender between facultyand journalism students; a heavier ad-vising load for women; lack of rolemodels for both women faculty andstudents; and few opportunities forsharing resources and information,mentoring, networking and coalition-building.

Kern-Foxworth, M. & Miller, D.(1993). “Multicultural JournalismEducation Revisited: 1982-1991.”Journalism Educator 48 (2), 46-55.— The study demonstrates that effortsare not being implemented to makejournalism and mass communicationprograms more racially diverse.

Kern-Foxworth, M. (1989, August).“Minorities 2000: The shape of thingsto come.” Public Relations Journal, 14-22. — This research finds that thepublic relations industry is not di-verse and recruitment efforts areneeded to develop a more diverseworkforce.

Kosicki, G., & Becker, L. (1994).“Undergrad enrollments decline; pro-grams feel budget squeeze.” Journal-ism Educator 49 (3), 4-14, 103-112. —The study finds that downsizing un-dergraduate school enrollment con-tinues. Nevertheless, women con-tinue to outnumber men at thebachelor’s and master’s levels and thegap between men and women at thedoctoral level is decreasing. Authorsfind that the progress in percentagesof minority students enrolled in jour-nalism and mass communication pro-grams, meager though it is, masks thelarger point that most of the minoritystudents are at a very small numberof schools.

Kosicki, G., & Becker, L. (1996). “An-nual survey of enrollment and de-grees awarded.” Journalism Educator51 (3), 4-14. — The report finds thatalthough enrollment is stabilized,there is a widening gap in doctoral de-grees, with women declining from50.5 percent in 1995 to 38.1 percent.The study found that there is also asetback in terms of diversity of the un-dergraduate student body in journal-ism and mass communication.Whites in the autumn of 1996 madeup 75.4 percent of the undergraduates— up from 72.9 percent in 1994 and1993. Also, the study reports thatgraduate programs are experiencingan unprecedented increase of interna-tional students, such that interna-tional students made up 12.9 percentof master’s and 33.7 percent of doc-toral enrollments in 1995.

Kosicki, G., & Becker, L. (1998). “An-nual survey of enrollment andawarded degrees.” Journalism & MassCommunication Educator 53 (3), 65-82.— This article looks at the number ofstudents in undergraduate andgraduate journalism programs. Ac-cording to the study, undergraduateenrollment is steadily increasing,while the number of bachelor’s de-grees awarded is decreasing. Minor-ity enrollment has also increased, butjournalism programs are reportingfewer degrees being awarded to mi-nority students. Graduate enrollmentseems to be headed for a period ofcontinued decline. Much of the de-cline is attributed to the lack of staffwho recruit for journalism depart-ments across the country.

Liebler, C. (1993). “The patterns ofdiversity in the student body.” Jour-

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nalism Educator 48 (2), 37-35. — Thestudy builds upon Becker’s researchof 1990 by comparing and contrast-ing the representation of ethnic mi-norities in undergraduate programs.The study finds that historically blackcolleges are making a valuable con-tribution toward integrating the field,but in doing so they are providing adisproportionate share of blackgraduates — here, 38 institutionsgranted more than one-fifth of the de-grees going to black students. In asimilar vein, a third of the Hispanicstudents matriculated at institutionsoutside the 50 states and the Districtof Columbia. These included institu-tions in Guam, the Virgin Islands andPuerto Rico. The author posits thatfailure to recognize the contributionof these colleges to the total numberof black and Hispanic graduates mayobscure the failure of other institu-tions to integrate.

Manning-Miller, C. (1993). “Confront-ing discrimination and the integra-tive curriculum.” Journalism Educator48 (3), 18-23. — Manning-Miller sug-gests ways to infuse disability issuesinto journalism and mass communi-cation curricula.

Morton, L. (1993). “Minority and fe-male representation plans at accred-ited schools.” Journalism Educator 48(1), 28-36. — This study investigateshow accredited schools are trying tomeet the requirements of Standard 12and considers how effective the ac-crediting council judges these actionsto be.

Neuwirth, R. (1998, April 25). “Racialexclusion from j-school to news-room.” Editor & Publisher, 12. — Thisarticle says that in an increasingly di-

verse nation, attitudes change slowly,yet newspapers that don’t respond tothe changing marketplace could paydearly.

Peterson, P. (1979). “J-Students keepcoming: Enrollment surges again, in-creases 7% to 70,601.” Journalism Edu-cator 33 (4), 3-8, 107-113. — This an-nual analysis reports that the trendtoward more women journalism stu-dents is continuing. Women represent53.1 percent of all students enrolled.In 1968 women represented 41.1 per-cent of the total. Each school wasasked to report the number of minor-ity (black and others) students. Theauthor indicates that the returns weresparse. Those that did report figuresindicated that they eyeballed their fig-ures. The estimated increase was 4.6percent in 1977 to 4.7 percent in 1978.

Peterson, P. (1980). “ J-School enroll-ments reach record 71,594.” JournalismEducator 34 (4), 3-8, 106-114. — Since1977 the number of females enrolledexceeded the number of males for thethird straight year. Advertising andpublic relations sequences are moreheavily female. The researchers foundmany schools reported that they donot keep such records. However, theydo note that there has been a signifi-cant increase in minority students re-ported. Blacks represented 7.1 percentof the grand total.

Peterson, P. (1981). “Enrollments arehigher — but how much higher?”Journalism Educator 35 (4), 3-9, 105-112.— In 1980 the number of womengraduates outstripped the number ofmale graduates. Of the schools report-ing, minority students account forabout 7.6 percent of students, withblacks accounting for 5.7 percent, His-

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panics 1.4 percent and others(mainly Asians) 0.4 percent. Thestudy reports that females outnum-ber males in the minority race 62 to38 percent.

Peterson, P. (1982). Enrollmentsreach 77,540, but growth curve lev-els off. Journalism Educator 36 (4), 3-9, 103-111. — The study finds that thetrend toward an increasing percent-age of females continues, withwomen making up 57.5 percent oftotal enrollment. The study findsthat the number of black students isdecreasing. The reported data werehard to interpret as more schoolsthan usual did not participate in thesurvey and the participating schoolsdid not list their minority enroll-ments, primarily citing a lack of thisinformation from the registrar’s of-fice.

Peterson, P. (1983). “J-School enroll-ments hit record 91,016.” JournalismEducator 37 (4), 3-10, 44-52. — The1982 survey finds enrollments inschools and departments of journal-ism and mass communications in-creased dramatically in the autumnof 1982. The author interprets oneof the reasons for the dramatic in-crease as being the changed defini-tion of journalism, which now in-cludes mass communication. Thischange included the name of theAssociation for Education in Journal-ism to Association for Education inJournalism and Mass Communica-tion. Women journalism studentslevel in enrollment at 58.8 percent.The majors who were black were 6.6percent. The percentage of Hispanicmajors was 1.3. Asians and/or Pa-cific Islanders accounted for lessthan one percent.

Peterson, P. (1984). “Survey indicatesno change in ‘83 journalism enroll-ment.” Journalism Educator 39 (1), 3-10, 45-52. — The 1984 survey findsfemale enrollment totaled 58 percent.Minority students made up 7 percentof degrees and 8 percent of the enroll-ment. Graduate enrollments andgraduate rates of minority studentswere comparable.

Peterson, P. (1985). 1984 survey: “Nochange in mass comm enrollments.”Journalism Educator 40 (1), 3-9. —Peterson finds that despite the largedecline in the numbers of journalismand mass communication majorssince 1980, enrollments in the autumnof 1984 remained stable.

Peterson, P. (1986). “Enrollments up5% in 1985 after four years of nogrowth.” Journalism Educator 41 (1),4-10. — This study finds that althoughtotal enrollment of the nation’s col-leges and universities declined by ap-proximately one percent in 1985, en-rollments in schools and departmentsof journalism rose by five percent.

Peterson, P. (1987). “Enrollment up 7percent in ‘86, outstripping universitygrowth.” Journalism Educator 42 (1), 4-10, 58-64. — The analysis of the 1986enrollment in journalism and masscommunication indicates a 7 percentincrease. In this study, although sta-tistics are reported, actual minoritypercentages were not given becausemany schools did not report minor-ity figures.

Peterson, P. (1988). “Journalism andmass comm enrollment leveled off in‘87.” Journalism Educator 43 (1), 4-10,74-80. —The author finds that schools

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and departments of journalism andmass communication grew by .13 per-cent in 1986 and 1987, the smallestchange since 1937. The study reportedundergraduate enrollment as 60 per-cent female and 40 percent male. Thestudy also indicates a growth in thenumber of minority students, with theexception of American Indians andAlaska Natives.

Riffe, D., Salomone, K. & Stempel, G.(1998). “Characteristics, responsibili-ties and concerns of teaching faculty:A survey of AEJMC members.” Jour-nalism and Mass Communication Edu-cator 53 (1), 102-119. — This study re-ports the result of a survey of AEJMCmembers. The study analyzed salary,productivity and demographic vari-ables.

Rodriguez, R. (1997, July). “Journal-ism schools’ diversity standards go-ing through changes.” Black Issues inHigher Education 14 (11), pp. 44. — Thisarticle critiques the ACEJMC revisedStandard 12. Critics of the revisedstandard say the change has weak-ened the standard and schools candance around the need for diversity.

Starck, K. & Wyffels, R. (Autumn1990). “Seeking intercultural dimen-sions in textbooks.” Journalism Edu-cator 45 (3), 39-45. — The study exam-ines 26 journalism reporting textbooksand finds that most authors made nomention of key terms dealing with in-tercultural reporting.

Stone, V. (1988). “Trends in the statusof minorities and women in broadcastnews.” Journalism Quarterly (65), 288-293. — The analysis of RTNDA datafor 1976-1986 indicates women havemade considerable gains, but peopleof color have not.

Valenzuela, Matias, (Summer 1999).“Expanding coverage of diversity be-yond ethnicity and race.” Journalism& Mass Communication Educator 54(3), 40-67. — This article examineshow journalism students perceive di-versity. The study surveys studentsin Seattle, Washington, and assignsthem to report on diversity issues.The results show that these studentssee diversity as almost purely interms of issues related to race.Valenzuela points out that while raceand ethnicity are important themes,topics such as class, income, religionand sexual orientation were over-looked. Valenzuela believes these is-sues are pertinent when trying toachieve diversity in reporting.

Weaver, D. & Wilhoit, G. (1988). “Aprofile of JMC educators: Traits, atti-tudes and values.” Journalism Edu-cator 43 (2) , 4-41. — The authors con-ducted a comprehensive survey ofjournalism and mass communicationeducators’ traits, attitudes and val-ues.

Convention PapersAdams, E.. & Bodle, J. (1994). “Schol-arship and AEJMC: How well repre-sented are women in divisional pa-per competitions?” Paper presentedat the convention of the Associationfor Education in Journalism andMass Communication, Atlanta, Geor-gia. — This study analyzes conven-tion research productivity withinAEJMC by gender authorship. Theauthor’s content analyzed referredscholarships from 1987 to 1993, sepa-rated by division, commission, inter-est group affiliate and standing com-mittee. The authors concluded thatscholarship produced by women inAEJMC increased over the period

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studied. They found that scholarshipby women exceeded their numericrepresentation in AEJMC. While thetotal number of AEJMC paper presen-tations increased 110 percent since1987, scholarship by women in-creased by 200 percent.

Beasley, M. (1985, August). “Womenin journalism & education: The for-mative period 1908-1930.” Paper sub-mitted to the Status of Women Com-mittee Research Paper Competition atthe 68th Annual Meeting of the Asso-ciation for Education in Journalismand Mass Communication, Memphis,Tennessee. — This paper examinesthe first two decades of academicjournalism education from the stand-point of women students. The studynotes that women were a sizable ele-ment in journalism schools from theirbeginning in 1908. The study findsthat men were trained to be influen-tial reporters and editors. Womenwere trained to be society reportersor women’s page editors or to sim-ply work briefly in the field beforemarriage. The study poses the ques-tion for future research: Are womenstudents today unable to make fulluse of their education because of sex-ism?

Burt, E. (1996, October). “The stateof diversity in the curriculum of thenation’s journalism and mass com-munication programs.” Paper pre-sented at the Annual Convention ofthe American Journalism HistoriansAssociation, Ontario, Canada. — Thisstudy surveyed the chairs or directorsof journalism schools and depart-ments listed in the AEJMC directory.It finds that the institutions mostlikely to offer courses on diversity arelarge private schools. The secondmost likely to offer courses in diver-

sity were in large public institutions.The same pattern was repeated inmedium-sized institutions. The ma-jority of schools in the study did notoffer courses in diversity and re-ported that they integrate diversityissues into “many” or all of theircourses.

Chance, S. F., Weigold, M., & Hon, L.(1996, August). “Diversity in jour-nalism and communications highereducation: Part I: Conceptions of di-versity.” Paper presented at the An-nual Meeting of the Association forEducation in Journalism and MassCommunication, Anaheim, Califor-nia. — This study was based on re-search conducted on one faculty in asmall southeastern town about de-veloping an operational definition ofdiversity. The study reveals that theviews of the faculty respondents onthe issue of diversity were as diverseas the faculty members. Facultymembers believed that increasedgender and cultural diversity had apositive effect; others believed thatdiversity had a negative chilling ef-fect, and still others believed diver-sity had no impact on their profes-sional lives.

Childers, L. & Grunig, L. (1989, Au-gust). “Exploring feminist researchin journalism and mass communica-tion.” Paper presented at the 72ndAnnual Meeting of the Associationfor Education in Journalism andMass Communication, Washington,D.C. — The major objective of thisstudy was to assess the validity of theconventional wisdom that womenshould be advised against doingfeminist research. The study findsthat women have been encouragedto do feminist work. Overall, the re-

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spondents in the study felt thatwomen are hurt more by having afeminist research agenda then menare.

Chow, C., Eastman, E. L., Everett, S.C., & Dates, Jannette. (1996, April).“Gaining on the goals? Affirmative ac-tion policies, practices and outcomesin media communication education.”Paper presented at the Annual Meet-ing of the Broadcast Education Asso-ciation, Las Vegas, Nevada. — Thisstudy, sponsored by the BroadcastEducation Association, finds that ad-ministrators claim a commitment tohiring minority faculty members, par-ticularly faculty members of color, buthave little knowledge about this as-pect of the hiring process.

Coleman, T., & Soley, L. (1995, Au-gust). “Bringing multiculturalism tojournalism and communication pro-grams.” Paper presented at the 78thAnnual Meeting of the Association forEducation in Journalism and MassCommunication, Washington, D.C. —This study is based on a survey ofjournalism school administrators whowere queried about whether theirunits had committees dedicated tomulticultural issues and diversity.The authors find that only 16.67 per-cent reported that they had such com-mittees. The author also finds that thecommittees had little power, and fewhad actually developed multiculturalcourses or acquired materials for usein classes.

Culbertson, H. (1984, August). “Po-tential female and minority commu-nication educators: An exploratorystudy of their views on teaching as aprofession.” Paper presented at the67th Annual Meeting of the Associa-

tion for Education in Journalism andMass Communication, Gainesville,Florida. — In late 1983 and early 1984,members of the Public Relations Di-vision of AEJMC were asked to nomi-nate alumni who were not full-timeeducators but who seemed like excel-lent prospects for academic careers.The nominators collected data from27 of these people, most of them fe-male graduate students and PR prac-titioners. Overall, the data suggest arather favorable view of PR teachingas a job experience. Almost no respon-dents expressed concern about director defacto discrimination againstwomen or minorities in academe. Itappeared that general impressionswere favorable in this area, but thatfew people – even among those whohad given serious thought to a teach-ing career – had much awareness ofrather subtle types of discriminationnoted in the literature on higher edu-cation.

Dickson, T. (1994, August). “Journal-ism/mass communication ed-ucation’s response to calls for in-creased racial/ethnic sensitivity.” Pa-per presented at the 77th AnnualMeeting of the Association for Edu-cation in Journalism, Atlanta, Georgia.— The author attempted to find whatjournalism/mass communicationwas doing to foster racial/ethnic sen-sitivity. The author finds that pro-grams accredited by the ACEJMC andprograms with the most minority fac-ulty had done more to sensitize theirstudents than other programs, butprograms with more African-Ameri-can students had not done as muchas programs with more minoritiesfrom other racial/ethnic groups.

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Hon, L. C., Weigold, M., & Chance, S.(1996, August). “Dimensions of diver-sity: Ideology and group membershipas predictors of diversity implica-tions.” Paper presented at the An-nual Meeting of the Association forEducation in Journalism and MassCommunication, Anaheim, Califor-nia. — The authors surveyed facultyin a large college of journalism andcommunications. The analysis of thefive outcome measures showed ide-ology as a significant predictor of sub-jects’ beliefs about diversity implica-tions, while group membership wasnot. The researchers conclude thatideology may be a strong yet rela-tively unexplored variable in under-standing faculty’s attitudes about theeffects of diversity policies.

Wood, M. A. (1975, August). “Profileof the woman journalism teacher inthe two- year college.” Paper pre-sented at the Annual Meeting of As-sociation for Education in Journalismand Mass Communication, Ottawa,Canada. — The results of a survey offemale journalism instructors findsthat 53 percent had no professional ex-perience, 94 percent were publicationadvisers, 47 percent of the full-timersreceiving released time to work onstudent publications; 60 percent felttheir salaries to be equal to their malecounterparts; 98 percent said womenwere considered for vacant jobs intheir departments; 89 percent or morereported no role conflicts in terms ofclass work, studies or social situations;and 45 percent felt they had to putforth more effort than their male coun-terparts and they had experiencedsome type of discrimination.

Unpublished ManuscriptsBourguignon, E., Blanshan, S., Chiteji,

L., MacLean, K., Meckling, S., Sagaria,M., Shuman, A., & Taris, M. (1987).“Junior Faculty Life at Ohio State: In-sights on Gender and Race.” Unpub-lished manuscript.

Kaufman, S. J. (1992). “Developingadministrative leadership amongwomen in journalism and mass com-munication education programs: Aconceptual model.” Unpublished doc-toral dissertation, Indiana State Uni-versity, Terre Haute, Indiana. — Thisstudy concentrates on development ofa conceptual model to address road-blocks encountered by women in theirmovement into positions of adminis-trative leadership in journalism andmass communication. The variableswere identified as: 1) isolation, 2) de-nial by younger women that problemspersist, c) lack of administrative train-ing, d) lack of mentors and role mod-els, and e) lack of a system by whichto identify future leaders.

McHose, J. (1983). “Initial investiga-tion of women and minorities in jour-nalism education: A national survey.”Unpublished master’s thesis, South-ern Illinois University, Carbondale,Illinois. — The purpose of the studywas to establish a complete, nationallisting of women and members of mi-nority groups who qualify for posi-tions in higher education as facultymembers or administrators in journal-ism and mass communication.

Research Reports andNewslettersAEJMC (Association for Education inJournalism and Mass Communica-tion) News.

American Society of Newspaper Edi-

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tors (1998). “A report of ASNE News-room Census, 1998.”

Berry, Venice. “Wanted: Multiculturalworkforce.” MAC News: Newsletterof the Minorities and Communicationdivision of the Association for Edu-cation in Journalism and Mass Com-munication, Fall 1996, 1.

Chan, S. (1998, September 17). “Me-dia diversity programs still necessarydespite affirmative action backlash.”Asian American Journalists Associa-tion Voices.

NEA Higher Education Research Cen-ter (1998, September). “Faculty in aca-deme.” Update, (4) 4. — This report isbased on The National Center forEducation Statistics (NCES), Fall Staffin Post Secondary Institutions, 1995.The report discusses the compositionof higher education faculty and com-pares it to that of 1976. The reporteddata represent the most current andonly comprehensive data source onthe number of full and part-time fac-ulty in higher education institutions.

Unity ‘94. (1993). “Kerner plus 25: Acall for action.” A report prepared byUnity ‘94. Oakland, California. —This report was prepared by Unity ‘94to assess the impact of the 1967 reportof the National Advisory Commissionon Civil Disorders.

In addition to the challenges fac-ulty face in an era ofmulticulturalism, inclusivity is-sues have become more focusedwith the implementation of theAmericans with Disabilities Act of1990. In this age of convergence,

faculty must understand the im-pact of federal legislation on theclassroom. Many universities haveoffices that focus on making edu-cation more accessible. These of-fices provide guidelines, supportservices and equipment to assistfaculty, staff and students.

Federal law [ADA regulation Sec-tion 1630.2(o)] requires that “rea-sonable accommodations” mustbe provided for students and fac-ulty alike. Reasonable accommo-dations means modifications oradjustments that enable a quali-fied individual with a disability toperform essential functions ( of thejob or activity).

At the same time, the federal defi-nition of disability (ADA Regula-tions 1630.2-definition) identifies:“A physical or mental impairmentthat substantially limits one ormore of the major life activities ofsuch individual.” Major life activi-ties are functions such as caringfor oneself, performing manualtasks, walking, seeing, speaking,hearing, breathing, learning orworking — all important to theeducation process.

Those same requirements for ourcolleges and universities also ap-ply to AEJMC. The subcommitteehas developed a list of questionsto be used by AEJMC officers andstaff when contemplating sites forconventions and workshops.

Beth Haller, Towson, subcommit-

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tee member and secretary of theAEJMC Media & Disability Inter-est Group, has developed a list ofvideos to provide classroom ac-cess to disability issues.

“Integrating disability issues intothe mass communication or jour-nalism classroom can be an excit-ing new direction for course ma-terials,” said Haller.

“Because the students respondwell to visual narratives, docu-mentaries on video provide awonderful way to make studentsaware of disability issues, as wellas showing them good examplesof non-fiction filmmaking,” shesaid.

The following list provides sug-gestions for documentary videosthat give students and faculty ac-cess to easily understood informa-tion about disability issues. At theend of the list are addresses of thevideo distributors.

Videos“Abandoned to Their Fate”Description: The video looks at theorigin of social policy about and cul-tural stereotypes of people with se-vere disabilities.Length: 30 min.; Distributor: SchoolProjects Publications

“Bong and Donnell”Description: The video follows twobest friends, one with a disability andone without, from elementary schoolthrough high school graduation.Creators: Susan Hadary and William

A. Whiteford; Length: 56 min.Awards: Two Emmys, St. Aton Foun-dation Award, 1996 Disability FilmFestival; Distributor: Video Press

“Breathing Lessons: The Life andWork of Mark O’Brien”Description: A profile of MarkO’Brien, a journalist and poet who haslived in an iron lung for 40 years.Creator: Jessica YULength: 35 min.Awards: Acaderny Award, Best ShortDocumentary; Special Apple, Na-tional EducationalMedia Network, Sundance FilmFestival.; Distributor: Fanlight

“Freedom, Equality and Justice forAll”Description: A video on the self ad-vocacy movement and civil rights forpeople with disabilities.Length: 29 min.; Distributor: ProgramDevelopment Associates

“If I Can’t Do It”Description: A portrait of ArthurCampbell, a man with cerebral palsywho was kept at home for 38 years,but then broke free to live indepen-dently and become a disability activ-ist.Creator: Walter Brock; Length: 57min.; Distributor: Fanlight

“King Gimp”Description: A documentary span-ning 1-3) years in the life of an artistwith cerebral palsy (age 13-26). Win-ner of the 2000 Academy Award forBest Documentary Short. Creators:Susan Hadary and WilliamWhiteford; Length: 47 min.; Distribu-tors: Video Press

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“A Little History Worth Knowing”Description: A discussion of disabil-ity history, as well as media stereo-types of disability.Length: 222 min.; Distributor: Pro-gram Development Associates

“Living with Grace”Description: The video follows thelives of Grace Kirkland, who has pro-gressive dementia disorder, and hercaregiver husband, Glenn, over theyears.Creators: Susan Hadary and WilliamWhitefordLength: 28 min. Distributors: VideoPress

“My Country”Description: James DePriest, a poliosurvivor and symphony conductor,profiles three people active in the dis-ability rights movement.Creator: Access Video Fund Length:58 min.

“Nazi Medicine: In the Shadow of theReich”Description: A look at the ThirdReich’s medical regime and its geno-cide of people with disabilities.Creator: John J. Michalczyk; Length:40 min.; Awards: 1997 TASH MediaAward; Distributor: Program Devel-opment Associates

“People in Motion: Changing Ideasabout Physical Disability”Description: A three-part series focus-ing on the independence model of dis-ability versus the medical model (part1), technology that assists people withdisabilities (part 2), and adaptiveways in which people live indepen-dently (part 3).Length: Each part is 60 minutes.Distributor: Fanlight

“Rachael, Being Five” & “Rachael inMiddle School”Description: These videos follow a girlwith cerebral palsy through her yearsmainstreamed in Maryland publicschools.Creators: Susan Hadary and WilliamWhiteford; Length: 28 min. each; Dis-tributor: Video Press

“Twitch and Shout”Description: This video explores theworld of people who live withTourette’s Syndrome. The video looksat Tourette’s through the eyes of aphotojournalist.Creator: Laurel Chiten; Length: 57min.Distributor: Fanlight

“A Video Guide to (Dis)AbilityAwareness”Description: A training video to bet-ter help interaction betweenable-bodied and disabled people.Length: 25 min.; Awards: FreddieAward. International Health & Medi-cal Film FestivalDistributor: Fanlight

“Vital Signs: Crip Culture Talks Back”Description: This documentary looksat disability rights through the lens ofperformance artists and activists in aneffort to examine disability culture.Creators: David Mitchell and SharonSnyder; Length: 48 min.Awards: Grand Prize, RehabilitationInternational World Congress;Achievement Award, Superfest;Bronze Apple, National EducationalMedia Network. Distributor: Fanlight

“When Billy Broke His Head”Description: Billy Golfus, a journalistwho became brain-injured, exploreshis own experience as a person with

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a disability as well as the disabilityrights movement.Creator: Billy Golfus; Length: 57 min.Awards: Freedom of ExpressionAward, Sundance Film Festival; Dis-tributor: Fanlight

“Positive Images”Description: Three women with vari-ous disabilities and lifestyles discusstheir experiences and perspectives onlife.Distributor: Women Make Movies

Addresses of VideoDistributors

Fanlight Productions, 47 Halifax St.,Boston, MA 01130.Phone: 1-800-937-4113E-mail: fanlight@fanlight.comWeb: www.fanlight.com

Program Development Associates,5620 Business Ave., Suite B, Cicero,NY 13039.Phone: 1-800-543-2119Web: www.pdassoc.com

School Projects Publications,Specialized Training Program, 1235University of Oregon, Eugene, OR97403-1235.Phone: (541) 346-2488

Video Press, University of Mary-land, Baltimore, School of Medicine,Suite 133, 100 Penn St., Baltimore,MD 21201-1082.Phone: 1-800-328-7450E-mail: gbillupsdumaryland.eduWeb: www.videopress.org

Women Make Movies, 225Lafayette St. 4207, NY, NY 10012Phone: 212-529-7514

Selected JournalismEducation/DisabilityReferences:

Braithwaite, D. O. & Thompson. T. L.(eds). (2000). Handbook Of Communi-cation And People With Disabilities, Re-search and Application. New Jersey:LEA.

Bramlett-Solomon. S. (1989). “Bring-ing cultural sensitivity into reportingclassrooms.” Journalism Educator 44(2),26-28.

Disability Media Project, P.O. Box2215, San Francisco, CA 94122-0115:Suzanne Levine, executive director.

Edwards, C. (1992) “Integration of dis-abled students in classroom with newtechnology.” Journalism Educator 47(l).85-89.

Hooper, E. (1986 September/Octo-ber). “Higher education.” TheDisabilily Rag. 1, 4-7.

Jaschik, S. (1993. April 21). 46 collegesfound to have violated rights of dis-abled, U.S. documents show.”Chronicle of Higher Education,A18-A19, A22.

John, J. A. (2000). “Technology, and theKnowledge Gap: Two Barriers to Dis-tance Education for the Person with aDisability.” Paper presented to the an-nual meeting of the Association forEducation in Journalism and MassCommunication, Phoenix.

John, J. A. (1993).” Integrating the stu-dent with a disabili1y into studentmedia.” Paper presented at the annual

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meeting of the Association for Edu-cation in Journalism and Mass Com-munication. Kansas City, Missouri.

John, J. A. (1991). “Students with dis-abilities win equal education oppor-tunity.” Journalism Educator 46(4):12-16.

John, J. A. (1991, December 28). “Cov-ering disabled America.” Editor &Publisher, 12-13.

Keefer, J. D. & Smith, M.R. (1993).“Newspaper employment of journal-ists with disabilities.” Newspaper Re-search Journal 13/14 (4&1), 40-49.

Krossel, M. (1988 June).” Handi-capped heroes and the knee-jerkpress.” Columbia Journalism Review,46-47.

Lauffer, K. (2000). “Accommodatingstudents with specific writing disabili-ties.” Journalism & Mass Communica-tion Educator 54(4).

Lawrence, D. (1990). “Broken lad-ders/Revolving doors: The need forpluralism in the newsroom.” Newspa-per Research Journal 11: 18-23.

Linton, S. (1998). Claiming Disability,Knowledge and Identify. New York:NYU Press.

“The News Media and Disability.”(1988 November). Washington, D.C.:The News Media Education Project-A National Workshop.

Marston, C. (1998). “A feminist explo-ration of cybertheoly, student journal-ists, and RSI work culture.” Paper pre-sented to the annual meeting of the

Association for Education in Journal-ism and Mass Communication.

Mattlin, B. (1993 March). “Disabilityetiquette.” Self. 90-91.

Mitchell, L. R. (1989). “Beyond thesupercrip syndrome.” The Quill,18-23.

Nelson, J. (ed.) ( 1994). The Disabled,the Media, and the Information Age.Westport, Connecticut: Greenwood.

Owen, M. J. (1989 May/June). “Newsabout people with disabilities interesta growing ‘minority.’” ASNE Bulletin,35.

Popovich. M. Willis, S.C., & Blevens,F. (1988 Fall). “Editing accuracy andspeed by handicapped students,nonjournalism and journalism ma-jors.” Newspaper Research Journal.

Popovich, M. (1986 April). “Editorssay handicapped can hold their ownin the newsroom.” ASNE Bulletin,16-18.

Popovich, M. (1985). “Final Report:Gannett Foundation Fellowship toadvance the handicapped student injournalism at Ball State University.”Muncie, Indiana: Ball State University.

Pratte, A. (1994 August). “About theBest Thing that Ever Happened to Me:Journalism and the Peculiar Oppor-tunity of the Disabled.” Paper pre-sented to the annual meeting of theAssociation for Education in Journal-ism and Mass Communication. At-lanta, Gerogia.

Preston, A.E. and Hardin, M. (2000).“Expanding Journalism Students’ No-

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tions of ‘Diversity’: Inclusion of Dis-ability Issues in News Reporting Text-books.” Paper presented to the annualmeeting of the Association for Edu-cation in Journalism and Mass Com-munication, Phoenix.

The Research & Training Center onIndependent Living. (1990). “Guide-lines for Reporting and Writing aboutPeople with Disabilities.” Lawrence,Kansas.

Worthington. B. (1993). “What jour-nalism educators should be teachingtheir students about disabled peopleor how to avoid the Tiny Tim/supercrip stereotype.” Paper pre-sented at the annual meeting of theAssociation for Education in Journal-ism and Mass Communication. Kan-sas City, Missouri.

Web Information on the ADAand Disability Issues

Americans with Disabilities Act In-formation on the Web, U.S. Depart-ment of Justicehttp://www.usdoj.gov/crt/ada/

Americans with Disabilities ActDocument Centerhttp ://janweb. icdi .wvu.edu/kinder/

ADA Information Center for theMid-Atlantic Regionhttp://www.adainfo.org/

Center for an Accessible Societyhttp://www.accessiblesociety.org

Disability Media Projecthttp://www.media.org

Employment Resources for Peoplewith Disabilities, University of Min-nesotahttp://www.disserv.stu. umn.edu/TC/Grants/COL/listing/disemp/

FedWorld Information Networkhttp://www.fedworld.gov

Media Images & Disability Web Pageby Beth Hallerhttp://www.towson.edu/~bhalle/disable.html

National Institute on Disability andRehabilitation Research (NIDRR)h t t p : / / w w w. e d . g o v / o f f i c e s /OSERS/NIDRR/index.html

National Organizationon Disabilityhttp://www.nod.org.

National Reliabliltation InformationCenter (NARIC)http://www.naric. com.naric/

National Telability Media Centerhttp://www.freedomforum.org/newsstand reports/telability/printdir.asp

President’s Committee for Employ-ment of People with Disabilitieshttp://www50.pcepd.gov/pcepd/

Social Security Administrationhttp://www.ssa.gov/

Society for Disability Studieshttp://www.uic.edu/orgs/sds

U.S. Access Board (Architectural andTransportation Barriers ComplianceBoard)http:// www.accessboard.gov/

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United States Commission on CivilRightshttp://www.usccr.gov/

U.S. Equal Employment Opportuni-ties Commission (EEOC)http:// www.eeoc.gov

World Institute of Diversity http://www.wid.org,.

Barriers Compliance Board (1991 No-vember). “Americans with Disabili-ties act accessibility requirements.”Washington, D.C., 1-5.

U.S. Department of Justice. (1990).“Americans with Disabilities Act re-quirements fact sheet.” Washington.D.C.: Government Printing Office.No. 0-273-184.

Members of the subcommitteesupport efforts of the Associationand the academy to create a nur-turing environment in today’s col-leges and universities. AEJMCshould continue to provide a na-tional forum for discussion to helpuniversities monitor compliancewith both accrediting standards(where applicable) and federalregulations.

Faculty, staff and students deservean environment that allows themto excel.

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Publications on the ADAand its Guidelines

Adaptive Environments Center, Inc.& Barrier Free Environments, Inc.(1995, August). “The American withDisabilities Act checklist for readilyachievable barrier removal.”Mid-Atlantic ADA Information Cen-ter, 1-800-949-4ADA.

Eastern Paralyzed Veterans Associa-tion (1992). “Understanding theAmericans with Disabilities Act.”Jackson Heights, NY: Eastern Para-lyzed Veterans Association.

U.S. Architectural and Transportation

Members of the Subcommittee on Inclusivity:

Barbara Bealor Hines,Howard, chair

Laurence Alexander, FloridaJudith Cramer, Long IslandCarolina Dow, FlaglerBeth Haller, TowsonCynthia Bond Hopson,

MemphisRalph Izard, Ohio

Napoleon Johnson, HoustonCommunity College

Marshall Matlock, SyracuseMaggie Rivas-Rodriguez,

Texas at AustinRobert Ruggles, Florida A&MKandice Salomone, Rhode IslandFederico Subervi, Texas at Austin