Who Teaches About Hostility? Examining Factors for Inclusion in Journalism Curriculum

Abstract

Journalistic well-being is garnering increasing attention from scholars globally. Nevertheless, minimal research has explored how colleges and universities are teaching about such topics, especially as they pertain to hostility toward the press, which is on the rise. Utilizing a survey of journalism instructors at ACEJMC-accredited U.S.-based universities, this study explores the state of education on the topics of abuse and safety toward journalists. Data indicate that instructors rarely teach about hostility in the classroom, although most feel efficacious to do so. Moreover, findings indicate an instructor is more likely to teach about hostility toward the press the more they see it as an issue and have encountered it personally as a journalist—particularly women faculty. Implications for these findings are discussed for journalism schools and their curriculum.