AFRICAN AMERICAN FEMALE STUDENTS: USING A CRITICAL RACE APPROACH TO EXPLORE DIVERSITY PEDAGOGY IN PUBLIC RELATIONS

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dc.contributor.advisorVardeman-Winter, Jennifer
dc.contributor.committeeMemberTindall, Natalie T. J.
dc.contributor.committeeMemberNi, Lan
dc.creatorMoore, Kynetta 1984-
dc.date.accessioned2016-02-12T00:22:12Z
dc.date.available2016-02-12T00:22:12Z
dc.date.createdDecember 2012
dc.date.issued2012-12
dc.date.updated2016-02-12T00:22:13Z
dc.description.abstractThe purpose of this study was to explore African American female students’ perceptions and experiences with diversity in their public relations education. Additionally, the purpose of this study was to gain insight from the experiences of future African American female practitioners preparing for public relations careers. To frame this study, the critical race theory (CRT) was explored to investigate to what extent diversity pedagogy (e.g., race, ethnicity, and culture) was included in students’ training both inside and outside the classroom. The study used qualitative one-on-one, in-depth interviews with African American female public relations students. Findings suggest that students’ perceive their experiences with diversity in public relations curriculum have not armed them to tackle demographic disparities in the workforce. Furthermore, students reported that diversity initiatives or acknowledgement outside the classroom (e.g., internships and industry-related organizations) were scarce. This study expanded diversity theory in public relation research by providing scholars guidance on how to improve diversity theory and research in public relations scholarship and programs that can be applied in the workforce to embrace diversity initiatives, training, and advancement. Practical implications include cues to action and suggested factors communicators can employ to improve diversity pedagogy in public relations training.
dc.description.departmentCommunication, Jack J. Valenti School of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657/1156
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectAfrican Americans
dc.subjectAfrican Americans
dc.subjectAfrican American students
dc.subjectDiversity
dc.subjectPublic relations
dc.subjectStudents
dc.subjectPublic relations students
dc.subjectPedagogy
dc.subjectMulticultural
dc.subjectDifference
dc.subjectEthnicity
dc.subjectRace
dc.subjectCulture
dc.subjectRacism
dc.subjectDiscrimination
dc.subjectWhiteness
dc.subjectCritical race theory
dc.subjectMinorities
dc.subjectMinorities
dc.subjectPublic relations theory
dc.subjectAfrican American female students
dc.subjectDiversity theory
dc.titleAFRICAN AMERICAN FEMALE STUDENTS: USING A CRITICAL RACE APPROACH TO EXPLORE DIVERSITY PEDAGOGY IN PUBLIC RELATIONS
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Liberal Arts and Social Sciences
thesis.degree.departmentCommunication, Jack J. Valenti School of
thesis.degree.disciplineCommunication
thesis.degree.grantorUniversity of Houston
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts

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