Feminist communicative action: Examining the role of "being heard" in a rehabilitation program for prostitutes
AuthorStiles, Siobahn Tara
Committee memberKitch, Carolyn L.
Jacobson, Thomas L.
DepartmentMedia & Communication
Permanent link to this recordhttp://hdl.handle.net/20.500.12613/3609
MetadataShow full item record
AbstractThis research project applies feminist revisions of Habermas's theory of communicative action to evaluate levels of participation in individually-based development programs through the case study of one such program. Utilizing a triangulated methodology of participant observation, interviews, and discourse analysis, combined with considerations of feminist ethical issues, this research study examines the role of dialogue and "being heard" in the recovery and rehabilitation of women who used prostitution to feed chemical addiction. I utilize a "feminist communicative action" to evaluate a unique type of development program: one aimed at individual development. In addition, this project assesses the place of human communication, emotions, and community in the sustainability of such recovery programs.
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PRESENTING IN THE PRESENT: PUBLIC SPEAKING IN ONLINE COURSESDuCette, Joseph P.; Davis, James Earl, 1960-; Paris, Joseph H.; Matthew, Elizabeth Grace (Temple University. Libraries, 2020)During the 21st century, colleges have increasingly leveraged online-based courses as a means of instruction, and although public speaking ability is among employers’ most in-demand skills for college graduates, there exists a scarcity of research measuring students’ public speaking skill development in online courses. Even fewer studies measure public speaking skill development in online courses compared to the same skill development in classroom-based versions of the same courses taught by the same instructors. Given this background, the current study used analysis of variance with repeated measures to determine whether face-to-face Business Communication students’ presentation skills improved more than, less than, or the same as those of online Business Communication students. This design enabled measurement of the dependent variable of presentation skill improvement, in groups of students separated by the independent variable of course delivery format—classroom or online—over time. This design also allowed the researcher to control for the variable of instructor; instructor bias was controlled for by only comparing students enrolled with, and therefore taught and evaluated by, the same instructor in both modalities. Furthermore, to uncover additional findings related to student choice of and success in online courses, two more sets of analyses were conducted. The first computed change scores between the repeated-measures tests for each of the eight assessment criteria, as well as the total across the eight criteria, and correlated these change scores with other student data where this analysis was appropriate (for example, with SAT/ACT scores). The second set of analyses added blocking variables—sex, race, and other background data—to the analysis of variance with repeated measures. Evident from these analyses was that the rate at which public speaking sub-skills developed over the ten-week period between repeated-measures assessments was not uniform. Changes in performance varied by assessment criterion, course modality, and student background. Online student performance tended to improve at a marginally greater rate in assessments of Body Language and tended to diminish at a marginally lesser rate in assessments of Quality & Quantity of Information, whereas face-to-face student performance improved at a significantly greater rate in assessments of Audience & Team Engagement. In this latter criterion, the performance of online male students decreased somewhat, whereas the other subgroups—per sex and course modality—showed essentially no difference in the rate of improvement from pre-test to post-test. Additional findings suggested that online students tended to work more employment hours than classroom-based students and that, regardless of course modality, the higher the education level a student’s parents have attained, the more likely the student was to make learning gains in the course.
Multicultural Environments and their Challenges to Crisis CommunicationMurphy, Priscilla J.; Morris, Nancy; Papacharissi, Zizi; Xu, Kaibin (Temple University. Libraries, 2010)In a global business environment, cultural understanding is an essential tool for successful communication and relationship building between organizations and audiences. However, the power of cultural values to modify individuals' ways of thinking and communicating is not well understood in terms of crisis communication management. Therefore, this study applied Sue's (1991, 2001) theory of cultural competence to examine the effect of cultural values on crisis communication planning, using three methodological approaches. First, grounded theory analysis was applied to qualitative interviews with 25 communication professionals concerning cultural influences on crisis. Second, a national online survey (N=172) assessed communication practitioners' attitudes toward, and knowledge about, other cultures, and their skills to respond to diverse cultures. Third, media portrayals of corporate crises were examined with semantic network analysis of news articles from the New York Times, USA Today, and the Wall Street Journal between January 1, 2007 and December, 31, 2008, to identify whether cultural aspects were mentioned. These approaches yielded five main findings. First, PR practitioners had difficulties in defining multiculturalism, often equating cultural diversity with communicating with Latinos. Second, interviewees saw cultural differences as just one aspect of diversity, emphasizing that age, religion, and education differences also affect corporate discourse. Third, although professionals considered culture a key element of crisis management, they did not feel prepared to handle the challenges of a multicultural crisis, nor did they report that they used culturally adjusted crisis strategies often. Fourth, regression analyses conducted on the survey data showed that skills to manage multicultural situations and openness to diverse knowledge significantly predict the relevance professionals attributed to culture when designing crisis communication strategies. Fifth, media accounts of crises did not mention cultural elements in the three newspapers investigated. By integrating cultural competence and crisis management frameworks, this study provides the foundation for an in-depth understanding of crises, where scholars can pair crisis strategies with audiences' cultural expectations. Instructors can incorporate this framework to their courses, preparing PR students to new demands of the profession. Finally, training initiatives focused on increasing levels of cultural competence can make organizations ready to the challenges of a global market.