Summer Expeditions: A Messaging Content Analysis Through the Critical Race Theory Lens

Abstract

This case study explores a public school district—private college program that has been designed to promote access to higher education for marginalized fifth and sixth graders. Through content analysis and a framework merging critical race theory with critical discourse analysis, we examined how a private college uses public relations to develop trust and communicate with stakeholders about the program and the college’s mission to serve marginalized stakeholders. Based on the findings, recommendations include the need to improve communication between the college and community. Foremost, the college should create future messaging that helps deconstruct the macrostructures that reinforce racism and the marginalization of students. Through public relations training and subsequent awareness, college messages can be sensitized regarding matters of race and racism.

Three tears for the red, white, and blue : self-realization of racial identity as a higher education administrator

“…Retention of African American faculty and students within the academy share similar challenges. The literature demonstrating this discusses the importance placed on university branding (Anctil, 2008;Askehave, 2007;Kateman & Frisby, 2014;Kwong, 2000). Kateman and Frisby (2014) posited that there is a disconnect between what PWIs promote and what their African American students experience when institutions of higher education tout brand attributes of culture and diversity.…”

“…However, Kateman and Frisby (2014) argued practitioners who provide full disclosure in researching their own institution can offer helpful and needed best practices, context, and professional contacts. Furthermore, they asserted a critique of one's own institution does not have to compromise it nor embarrass the participants because its purpose is to "learn from past and current practice and to improve" (p. 465).…”

“…Recommendations included training for communications staff on how to build messages that would deconstruct the macrostructures reinforcing racism and the marginalization of students. We submitted the study to the Journal of School Public Relations, it was accepted with minor revisions, and published in their fall 2014 issue (Kateman & Frisby, 2014).…”