CI5472 Teaching Film, Television, and Media

 Module 10: Studying the News ~ Newspaper or Print News

Module 10

A Teacher Teaches about Bias

Heather Johnson, a teacher at North St. Paul High School, in North St. Paul, Minnesota, whose advertising unit is contained in Module 6, teaches her students to analyze the news for instances of bias related to race. To begin her instruction, she asks students to examine common features inherent in news reports related to bias:

Here is one exercise. Write the following on the chalkboard:

“Police said the suspect was described as a black man in his 20s . . .”
 
“Indian Found Murdered in New Town”
 
“Detectives are investigating the death of an Asian employee of a brokerage firm whose body was found by the company’s owner yesterday. . . .”

Ask your students:

  • What do these news stories have in common?

  • When is race an appropriate element in a story?

  • Are the racial identifications used in these stories relevant? Why or why not?

  • What are the problems surrounding unwarranted use of racial identity in crime-related stories?

Based on the students’ responses, she then provides them with some concepts for critically examining bias and then asks students to apply that concept to a story about race; note the way in which she uses web sites as resources.

Bias through placement
Readers of papers judge first-page stories to be more significant than those buried in the back. Television and radio newscasts run the most important stories first and leave the less significant for later. Where a story is placed therefore influences what a reader or viewer thinks about its importance.

Unwarranted use of racial identity is hardly limited to crime stories. One way for reporters to check whether race or ethnicity is a proper identification factor in a story might be to ask whether the individual’s race would be relevant if he or she were white. Would the headlines above have identified these people as “white”?

Distribute “Crime has no culture or race” to students.

“Crime has no culture or race”
[ Susan Riley, The Ottawa Citizen ]

If racism was always stark, violent and overt, it would be easy to recognize and easier to deal with.
 
But unfortunately, racism can be mild and unremarkable, part of the daily texture of our lives.
 
Over the holiday, for example, three men were stabbed in a late-night brawl in the Saigon Capital restaurant on Somerset Street. The restaurant is Vietnamese: those involved in the fracas were of Asian origin.
 
Does this make it "Asian crime" as headlines in our newspaper and elsewhere suggested? Does the fact that some extortion was involved make the crime particularly Asian? And what Asians? Vietnamese? Chinese? Indonesian?
 
Or was it merely crime? Is any attempt to define it further careless prejudice or is it a vital aspect of competent police work? Last fall, when Ottawa high school students were involved in a drunken encounter with Hull police, no one talked about "white crime."
 
To be fair, a story in the Citizen concluded that there is no crime wave within Ottawa's Asian community. It also documented real concerns in Asian communities in Toronto and Vancouver, where thugs and drug-peddlers prey on their own kind and the larger society.
 
But this still isn't Asian crime. It is crime within the Asian community. The distinction is critical.
 
The Citizen story also quoted a Vietnamese-born lawyer, Nhung Thuy Hoang, who defends Asian-Canadians accused of various crimes. The most common charges according to her? Theft and wife assault.
 
These don't sound like Asian crimes: on the contrary, they are common to almost every culture. Imagine the uproar if we started referring to wife abuse as "male crime".
 
For all that, the Asian community does pose a special challenge to police forces, not because Asians are more mendacious by nature, but because their language and culture is so foreign.
 
In Vancouver and Toronto, police have had special Asian investigative units since the `70s. Newspapers occasionally feature lurid accounts of their struggles with "Asian youth gangs" that operate protection rackets, smuggle drugs and manage prostitutes.
 
(Again the language is loaded. If a group of Asian boys wearing leather, chains and aggressive attitude shoves you of the sidewalk, is it an Asian youth gang or just a bunch of punks?)
 
Ottawa, too, has an Asian unit, formed in 1987, the only squad devoted to one ethnic community. Its professed aim is to assist, rather than target, Asian-Canadians.
 
Nhung Thuy Hoang applauds this approach, noting that "a lot of police are not very familiar with our culture."
She recalls one client, a Vietnamese woman, who was charged when she burned dry leaves in a city park a common practice in her native country. Other Vietnamese are charged with abandonment when they let their children wander at large, as they used to in refugee camps.
 
Still others are mortified when their custom of showing children physical affection is interpreted by non-Asian neighbors as child abuse.
 
There is, says the lawyer, no need for protection from youth gangs within Ottawa's Asian community. But there is need for educated, sensitive policing.
 
What she is talking about, of course, is the other side of racism: a respectful recognition of difference. Only when we — the police and society at large — achieve that will "Asian crime" disappear.

In her article, Susan Riley makes the distinction between “Asian crime” and “crime within the Asian community.” What is the difference between these two terms?

Why are we so quick to label crime with terms like “Asian crime,” “Black crime,” “Youth crime,” etc.?

What role does culture play in our perceptions of race and crime?

Distribute “Crime not black and white” to students.

“Crime not black and white”
[ Randall Denley, The Ottawa Citizen ]

Sometimes to see an issue right way up, you need to stand it on its head. Imagine a story that read like this:
 
Ottawa police are swamped in their attempts to stem a wave of crime that ranges from fraud, to dealing drugs, to murder.
 
"There's one common thread in all of this," says Ottawa Police Chief Brian Ford. "In each case, the criminals are white."
 
While statistics on crime are not recorded by race, Ottawa police estimate that fully 90 per cent of crimes committed locally are by whites.
 
Police are calling for the hiring of more white officers, to help them better understand the customs of the white criminals.
 
Ford, who is white, is frank about the racial element in the crime spree. "Some of these families have been in Canada for generations. The scary part is, the criminals look just like you or me."
 
Police sources say that white criminals often wear sports gear or even business suits, but there is no distinctive dress code that could alert potential victims to the presence of a white criminal.
 
Spokesmen for local whites were shocked by the numbers, but defensive.
 
Jacquelin Holzman is a member of Ottawa City Council, an all white group that is believed to exert considerable influence within the white community. She goes by the street name The Mayor.
 
"Certainly the white people I know are the exception here," Holzman said.
 
"Land developers, lobbyists, people like that. All fine citizens. We sometimes forget about them when the media write another story about white crime.''
The figures on white crime are "stunning, spectacular, stupendous'' said Counsellor Richard Cannings. Cannings, who is white, is proposing a series of one-way streets and road closings to keep white criminals out of his ward.
 
Some criminologists question whether race is the dominating factor in determining criminal activity, pointing to poverty and lack of jobs.
 
"If government could find a way to put white people to work, many wouldn't need to turn to crime," says Prof. John Smith.
 
Spokesmen for Canada's native peoples were relieved that the white crime problem has finally been brought out into the open.
 
"We want genealogical testing done on these people so they can be deported to their homelands. Let England and Ireland deal with their own problems," said one.
 
Sounds silly when you put it that way doesn't it? Almost as silly as having to seriously discuss the notion that because some blacks are criminals, all blacks are no good.
 
We have read in the last few days about Jamaican posses, the latest ethnic crime threat. Now Jamaican-Canadians have to defend themselves again. Like when Ben Johnson, the famous Canadian runner became a Jamaican again after he used steroids. Like when Clinton Gayle, accused of murdering a Toronto police officer, became a Jamaican although he has lived in this country since he was eight.
 
One has to feel sorry for Jamaican-Canadians coping with the exaggerated publicity and no doubt fearing the white crime wave too.

By using these two examples to illustrate how to analyze for bias in terms of racial identification, Heather is modeling this process for students in order that they can now go off and complete the next assignment asking them to analyze similar examples in their own reading of newspapers and magazines:

Over the next month, students are to collect newspaper and magazine stories relating to crime. As these articles are brought to class, students will analyze and sort them under the following categories:

  • No racial identification

  • Relevant racial identification

  • Unnecessary racial identification

Where racial identification occurs, they will also take note of:

  • Tools and techniques used in reporting the story

  • The tone of the story

  • The overall effect on the reader

At the end of the month, students will tally and post their total figures.
 
Taking Charge — Students can send their results to the magazines and newspapers they surveyed. For articles that contained unnecessary racial identification, students may wish to contact the editor responsible, to request an explanation of the newspaper or magazine’s rationale for making this distinction.

Students may also examine the discourses or ideologies constituting the news production itself. This analysis of journalists’ ideological assumptions reflects their own discourses operating in their news reporting.

  • public figures have an obligation to answer to journalists and answer their questions

  • the news media is the fourth estate, playing a watchdog role on government and power

  • the most important thing journalists cover are the arenas of government and politics

  • that journalists are the messenger only; that they report, rather than acting

  • there is an objective account of events that all reasonable observers would agree with

  • that journalists should tell both sides

  • that journalists can and should leave their biases out of their stories

  • that there is no staging or conspiring to improve on stories between journalists and those they cover

Somewhere in the Middle [ a webquest for truth ]

The Tossed Salad Society [ webquest / analysis of racial hypocrisy in news presentations ]

Students could also become familiar with different “watch-dog” organizations that analyze or critique the news:

Media links

News about the news

Media Channel: critiques of the news

Minnesota News Channel

Fairness and Accuracy in Reporting

Project for Excellence in Journalism

Grade the News [ evaluating Bay Area news ]


For further reading:

Hachten, W. A. (2001). The troubles of journalism: A critical look at what’s right and wrong with the press. Mahwah, N.J.: Erlbaum.

Hart, R. P., & Sparrow, B. H. (Eds.). (2001). Politics, discourse, and American society: New agendas. Lanham, MD: Rowman & Littlefield.

Kovach, B., & Rosnestiel, T. (2001). The elements of journalism: What newspeople should know and the public should expect. New York: Crown Publishers.

Lex, S. (Ed.). (2001). Access denied in the information age. New York: Palgrave.

Nord, D. P. (2001). Communities of journalism: A history of American newspapers and their readers. Urbana: University of Illinois Press.

Sieb, P. M. (2002). The global journalist: News and conscience in a world of conflict. Lanham, MD: Rowman & Littlefield.

Newspaper or Print News

Teaching the News Itself

Analysis of Newspaper Sections and Functions

Differences in Types and Uses of News

On-line News

Web-based Political Lobbying

Weblogs

The Web and Politics

Editorial Perspectives

Newspaper Ownership

News Bias

A Teacher Teaches about Bias

Studying and Producing Classroom / School Newspapers

Television and Radio News

Characteristics of Television News

Selecting News Stories

Accuracy / Completeness of News Coverage

Television News Development

On-line Television News

Sports Coverage

Coverage of Political Issues and Campaigns

Creating a Television News Broadcast

Teaching Activity: Analysis of a Local News Broadcast

References


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