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PRE-SEMINAR PREPARATION

Pre-Workshop Assignments for Participants
The seminar leader should request that each seminar participant provide the following information at least four weeks before the start of the seminar. The materials should be sent to the seminar leader for review and packaging.

One week of the participant's newspaper.

An example of a story found in each participant's newspaper or from a radio or television broadcast that the participant considers to be a well reported, well written, and balanced story.

An example of a story in the participant's newspaper or from a radio or television broadcast that the participant considers to be an example of a lack of diversity in reporting, writing, and editing.

The various ethnic groups in the coverage area and estimated population figures.

Estimated percent of the population that is under 25, between 25 and 40, between 41 and 60, and over 60.

Estimated percentage of women in the coverage area.

A Pre-Workshop Evaluation by Leader Prior to the opening of the seminar the leader should carefully review the newspapers and broadcasts provided by the seminar participants and the demographic information. The leader should evaluate the strengths and weaknesses of the newspaper. The seminar leader should look for specific examples of inappropriate use of language that would be considered offensive to a segment of the population; look for examples of stereotypes within stories. The leader is reviewing the materials provided by each participant as a reader from the coverage area of the newspaper of each participant.

1 Specific ethnic or racial groups are covered as problems within the community based upon the language within the stories or the tone of the story.

The newspaper provides coverage of disputes involving various racial or ethnic groups but there is no coverage of those same ethnic groups in positive, productive, and contributory processes within their communities or the overall community.

2 Over the course of the week's coverage, crime stories that are reported are primarily involving perpetrators from one ethnic or racial group.

Descriptions of crime suspects are all from one racial or ethnic group and are very generic rather than being specific. Example: ³Dark male, 5'8² tall and 200 pounds² rather than a description that included clothing, shoes, etc. 3 Inconsistent editing Do the stories that are reported in the newspaper or in radio and television broadcasts use language that is offensive or stereotypical to a certain ethnic group, older people, people with disabilities, or women?

4 Poor local coverage

Do the newspaper, and the radio or television broadcasts consistently include new stories about local events that are inclusive of various racial or ethnic groups, older people, people with disabilities, or women?

5 Inadequate coverage of ethnic communities

Do the newspaper and the radio or television broadcasts provide coverage of specific ethnic groups or religious minorities? If there is coverage does it include use of clichés, stereotypes, or offensive characterizations of those groups?

6 No inclusion of ethnic community members in regular coverage

Do the newspaper and the radio or television broadcasts provide coverage of business men and women, doctors, attorneys, and professors as sources in stories who are members of various ethnic, religious, or racial groups? Are they consulted regarding topics that are not related to their race, ethnicity, or religious affiliation? Are women used as story sources on stories about all elements of life in the community?

An example: A story focuses on doctors at a local hospital who are discussing the health needs of pregnant women and the importance of prenatal care. Are there doctors quoted who are either women or members of religious or ethnic minority groups?

7 Not enough women, minorities, and others in images that run in the newspaper

Do the newspaper and the radio and television broadcasts provide photos of people who are members of minority groups in routine coverage? Women, older people, or people with disabilities?

An example: In the story about the doctors who are advocating better prenatal care, are pictures used? Who was chosen to be photographed? Male or female; a doctor from an ethnic group? What about a doctor who is disabled?

The seminar leader should organize the materials pulled from participant news examples and use them as examples for the modules that follow. If it is not possible to complete the pre-seminar evaluation of samples forwarded by participants, each module provides additional materials that can be used as examples.

The seminar leader should develop a mechanism for collecting materials for use in the seminar process and use those examples for future seminars as needed.

8 No sense of historical context in stories where race, ethnicity, or religious affiliation are elements of the story

Does the newspaper, radio, or television news organization provide an accurate historical context in stories where ethnicity, race, or religious affiliation are relevant to the story? If so, whose history? How do we determine whether the historical context is accurate and appropriate?

Materials provided by the participants, together with the reader's analysis, will provide essential material for the leader's interventions and group discussions during the workshop or training.