Pub Date : 2022-07-31DOI: 10.1080/01463373.2022.2105654
Theresa Davidson, Niya Pickett Miller, Bryan Day
ABSTRACT Historically, representations of Native Americans in media have tended toward a narrative of a people who are savage at worst, primitive and helpless at best. During the COVID-19 pandemic in the United States, Native Americans were often featured in news coverage about the viral outbreak. Using close textual analysis, this study differentiates between COVID-19 themed news stories featuring Native Americans as told by Native media sources and those offered by non-Native media sources. Though the representations of Native people offered in the reports from non-Native news agencies were generally sympathetic, they upheld longstanding and negative visual tropes of primitiveness and helplessness. Native news sources, however, portrayed Native people as empowered and community oriented. We conclude that when Native people construct their own stories, even in the midst of a devastating pandemic, their narratives further efforts toward Native self-determination and rearticulate the archetypal framing of Native identity in US news coverage.
{"title":"Primitive or empowered: representations of Native Americans and COVID-19 in news media","authors":"Theresa Davidson, Niya Pickett Miller, Bryan Day","doi":"10.1080/01463373.2022.2105654","DOIUrl":"https://doi.org/10.1080/01463373.2022.2105654","url":null,"abstract":"ABSTRACT Historically, representations of Native Americans in media have tended toward a narrative of a people who are savage at worst, primitive and helpless at best. During the COVID-19 pandemic in the United States, Native Americans were often featured in news coverage about the viral outbreak. Using close textual analysis, this study differentiates between COVID-19 themed news stories featuring Native Americans as told by Native media sources and those offered by non-Native media sources. Though the representations of Native people offered in the reports from non-Native news agencies were generally sympathetic, they upheld longstanding and negative visual tropes of primitiveness and helplessness. Native news sources, however, portrayed Native people as empowered and community oriented. We conclude that when Native people construct their own stories, even in the midst of a devastating pandemic, their narratives further efforts toward Native self-determination and rearticulate the archetypal framing of Native identity in US news coverage.","PeriodicalId":51521,"journal":{"name":"COMMUNICATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44754678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-21DOI: 10.1080/01463373.2022.2099294
L. Hanasono, H. K. Ro, D. A. O'Neil, Ellen M. Broido, M. Yacobucci, S. Peña, K. Root
ABSTRACT As individuals who use their privilege to reduce prejudice, educate others about social justice, and actively stop discrimination, faculty allies can play a vital role in transforming universities to be more equitable, diverse, and inclusive. However, discrepancies persist in how faculty define privilege and communicate allyship. Drawing from standpoint theory, we examined discursive divergences in how 105 full-time faculty defined and experienced privilege and how they enacted allyship in the workplace. Participants tended to conceptualize privilege as a set of advantages and lack of structural barriers for people based on their group membership(s). Discursive differences emerged regarding the degree to which faculty participants perceived privilege to be un/earned and rooted in structural power, and some participants took ownership of their social privilege while others discursively elided it. When asked to identify specific ally actions, participants often described broad behaviors that aimed to help individuals in interpersonal contexts but did not address actions aimed at dismantling inequitable power structures, revising biased policies, and transforming toxic organizational cultures. Our findings highlight the need for trainings that clarify conceptualizations of privilege and help faculty translate their understanding of allyship into communicative actions that stop discrimination at interpersonal and institutional levels.
{"title":"Communicating privilege and faculty allyship","authors":"L. Hanasono, H. K. Ro, D. A. O'Neil, Ellen M. Broido, M. Yacobucci, S. Peña, K. Root","doi":"10.1080/01463373.2022.2099294","DOIUrl":"https://doi.org/10.1080/01463373.2022.2099294","url":null,"abstract":"ABSTRACT As individuals who use their privilege to reduce prejudice, educate others about social justice, and actively stop discrimination, faculty allies can play a vital role in transforming universities to be more equitable, diverse, and inclusive. However, discrepancies persist in how faculty define privilege and communicate allyship. Drawing from standpoint theory, we examined discursive divergences in how 105 full-time faculty defined and experienced privilege and how they enacted allyship in the workplace. Participants tended to conceptualize privilege as a set of advantages and lack of structural barriers for people based on their group membership(s). Discursive differences emerged regarding the degree to which faculty participants perceived privilege to be un/earned and rooted in structural power, and some participants took ownership of their social privilege while others discursively elided it. When asked to identify specific ally actions, participants often described broad behaviors that aimed to help individuals in interpersonal contexts but did not address actions aimed at dismantling inequitable power structures, revising biased policies, and transforming toxic organizational cultures. Our findings highlight the need for trainings that clarify conceptualizations of privilege and help faculty translate their understanding of allyship into communicative actions that stop discrimination at interpersonal and institutional levels.","PeriodicalId":51521,"journal":{"name":"COMMUNICATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43850239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-19DOI: 10.1080/01463373.2022.2099295
W. Seaton, Gregory A. Cranmer, Carla Y. White, Joseph Bober, Kaley Humphrey, Andrew Obeng
ABSTRACT This study utilizes social identity theory to explore fan responses to the NFL teams’ racial advocacy on Twitter at the start of the 2020 football season. A content analysis of 2,868 direct replies and their corresponding user profiles was conducted. Findings supported SIT’s propositions about in-group bias, with commenters being more supportive and less critical of the activist messaging from the official accounts of teams for whom they express fandom. In contrast to expectations, out-group fans were also more supportive, while non-expressive users were the most active and critical of activist messaging. A post-hoc analysis, subsequently, revealed support for the hierarchy of social identity postulate, with in-group fans with conservative political orientation being most likely to renounce their fandom for NFL teams. Collectively, this study speaks to the resistance toward racial advocacy in sport but also frames fan expression and identity as a means of understanding patterns within these conversations.
{"title":"“That’s it. i’m done with this team!”: public reactions to NFL teams’ racial activism as a function of social identity management","authors":"W. Seaton, Gregory A. Cranmer, Carla Y. White, Joseph Bober, Kaley Humphrey, Andrew Obeng","doi":"10.1080/01463373.2022.2099295","DOIUrl":"https://doi.org/10.1080/01463373.2022.2099295","url":null,"abstract":"ABSTRACT This study utilizes social identity theory to explore fan responses to the NFL teams’ racial advocacy on Twitter at the start of the 2020 football season. A content analysis of 2,868 direct replies and their corresponding user profiles was conducted. Findings supported SIT’s propositions about in-group bias, with commenters being more supportive and less critical of the activist messaging from the official accounts of teams for whom they express fandom. In contrast to expectations, out-group fans were also more supportive, while non-expressive users were the most active and critical of activist messaging. A post-hoc analysis, subsequently, revealed support for the hierarchy of social identity postulate, with in-group fans with conservative political orientation being most likely to renounce their fandom for NFL teams. Collectively, this study speaks to the resistance toward racial advocacy in sport but also frames fan expression and identity as a means of understanding patterns within these conversations.","PeriodicalId":51521,"journal":{"name":"COMMUNICATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48249181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-19DOI: 10.1080/01463373.2022.2100267
Kelly G. McAninch, Erin D. Basinger, Amy L. Delaney, Erin C. Wehrman
ABSTRACT Chronic illness is both prevalent in U.S. adults and influential in people’s lives and relationships. In this study, we integrate relational turbulence theory with the theory of resilience and relational load to consider associations between perceptions of the relationship, relational maintenance, and two global relationship qualities: resilience and relational load. Results from a cross-sectional online survey of 100 dyads in which at least one partner reported a chronic condition suggest relational turbulence was associated with relational maintenance, which, in turn, was associated with relational load and resilience. Relational maintenance emerged as a mediator in the association between relational turbulence and resilience and relational load in several tests. Communal orientation was positively associated with relational maintenance and indirectly related to resilience and relational load in certain circumstances. We discuss these findings for each theory individually, the value of considering these theories concurrently, and pragmatic advice for couples navigating chronic illness.
{"title":"Integrating relational turbulence theory and the theory of resilience and relational load to investigate the relationships of couples with chronic illness","authors":"Kelly G. McAninch, Erin D. Basinger, Amy L. Delaney, Erin C. Wehrman","doi":"10.1080/01463373.2022.2100267","DOIUrl":"https://doi.org/10.1080/01463373.2022.2100267","url":null,"abstract":"ABSTRACT Chronic illness is both prevalent in U.S. adults and influential in people’s lives and relationships. In this study, we integrate relational turbulence theory with the theory of resilience and relational load to consider associations between perceptions of the relationship, relational maintenance, and two global relationship qualities: resilience and relational load. Results from a cross-sectional online survey of 100 dyads in which at least one partner reported a chronic condition suggest relational turbulence was associated with relational maintenance, which, in turn, was associated with relational load and resilience. Relational maintenance emerged as a mediator in the association between relational turbulence and resilience and relational load in several tests. Communal orientation was positively associated with relational maintenance and indirectly related to resilience and relational load in certain circumstances. We discuss these findings for each theory individually, the value of considering these theories concurrently, and pragmatic advice for couples navigating chronic illness.","PeriodicalId":51521,"journal":{"name":"COMMUNICATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42885142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-19DOI: 10.1080/01463373.2022.2100268
John Banister
ABSTRACT The Roberts Court has issued several important voting rights decisions in the past decade that have enabled voting restrictions at the state and local level. This essay examines two of them, Shelby County v. Holder (2013) and Husted v. A. Philip Randolph Institute (2018). By juxtaposing the reasoning patterns of the majority opinions in Shelby County and Husted, I explore how the majorities in both cases utilized the flexibility of judicial doctrines as sites of invention. Chief Justice Roberts’ opinion in Shelby County combined arguments from circumstance with appeals to stare decisis, whereas Justice Alito’s opinion in Husted relied on a textualist argument. Comparing these approaches illustrates how jurists can flexibly apply judicial philosophies as inventional tools to achieve a desired result in high profile cases. This essay reveals how an understanding of the Supreme Court’s argument invention practices can complement attitudinal and strategic theories of judicial decision-making.
摘要在过去的十年里，罗伯茨法院发布了几项重要的投票权裁决，在州和地方层面实施了投票限制。本文考察了其中两起案件，Shelby County v.Holder（2013）和Husted v.A.Philip Randolph Institute（2018）。通过并置Shelby County和Husted的多数意见的推理模式，我探讨了在这两个案件中，多数意见如何利用司法学说的灵活性作为发明的场所。首席大法官罗伯茨在谢尔比县的意见结合了来自环境的论点和对凝视判决的上诉，而大法官阿利托在Husted的意见则依赖于文本主义的论点。比较这些方法说明了法学家如何灵活地将司法哲学作为发明工具，在引人注目的案件中达到预期的结果。本文揭示了对最高法院论点发明实践的理解如何补充司法决策的态度和战略理论。
{"title":"Judicious invention: flexible application of judicial doctrine in the Roberts Court’s voting rights jurisprudence","authors":"John Banister","doi":"10.1080/01463373.2022.2100268","DOIUrl":"https://doi.org/10.1080/01463373.2022.2100268","url":null,"abstract":"ABSTRACT The Roberts Court has issued several important voting rights decisions in the past decade that have enabled voting restrictions at the state and local level. This essay examines two of them, Shelby County v. Holder (2013) and Husted v. A. Philip Randolph Institute (2018). By juxtaposing the reasoning patterns of the majority opinions in Shelby County and Husted, I explore how the majorities in both cases utilized the flexibility of judicial doctrines as sites of invention. Chief Justice Roberts’ opinion in Shelby County combined arguments from circumstance with appeals to stare decisis, whereas Justice Alito’s opinion in Husted relied on a textualist argument. Comparing these approaches illustrates how jurists can flexibly apply judicial philosophies as inventional tools to achieve a desired result in high profile cases. This essay reveals how an understanding of the Supreme Court’s argument invention practices can complement attitudinal and strategic theories of judicial decision-making.","PeriodicalId":51521,"journal":{"name":"COMMUNICATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49128071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.1080/01463373.2022.2090265
Rebecca M. Chory, K. Zhaleh, Masoomeh Estaji
ABSTRACT The present study explored Iranian students’ perceptions of unfair instructor behavior in COVID-19 crisis-prompted online language education. Through an online open-ended questionnaire, 91 Iranian English as a Foreign Language (EFL) university students reported their beliefs and experiences concerning instructor injustice in online classes. Results indicated that about two-thirds of the students considered the nature of online courses, particularly their impact on student-instructor relational communication and favoritism, to be a factor leading to teacher unjust behavior. They also identified technological factors, including students’ online communication anxiety, as barriers. Consistent with research in face-to-face courses, students most frequently reported experiencing instructor procedural injustice, which mostly violated the bias suppression principle, followed by distributive injustice, which primarily violated equity and equality principles, then interactional injustice, which mainly violated the sufficiency/justification principle, suggesting informational justice may be especially important in online courses. Implications for theoretical development of communication and fairness are discussed.
{"title":"Perceptions of instructor injustice in COVID-19-imposed online courses: EFL students’ perceptions and experiences in focus","authors":"Rebecca M. Chory, K. Zhaleh, Masoomeh Estaji","doi":"10.1080/01463373.2022.2090265","DOIUrl":"https://doi.org/10.1080/01463373.2022.2090265","url":null,"abstract":"ABSTRACT The present study explored Iranian students’ perceptions of unfair instructor behavior in COVID-19 crisis-prompted online language education. Through an online open-ended questionnaire, 91 Iranian English as a Foreign Language (EFL) university students reported their beliefs and experiences concerning instructor injustice in online classes. Results indicated that about two-thirds of the students considered the nature of online courses, particularly their impact on student-instructor relational communication and favoritism, to be a factor leading to teacher unjust behavior. They also identified technological factors, including students’ online communication anxiety, as barriers. Consistent with research in face-to-face courses, students most frequently reported experiencing instructor procedural injustice, which mostly violated the bias suppression principle, followed by distributive injustice, which primarily violated equity and equality principles, then interactional injustice, which mainly violated the sufficiency/justification principle, suggesting informational justice may be especially important in online courses. Implications for theoretical development of communication and fairness are discussed.","PeriodicalId":51521,"journal":{"name":"COMMUNICATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42070551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-12DOI: 10.1080/01463373.2022.2095217
L. Kelly, R. Duran, Aimee E. Miller-Ott
ABSTRACT The goals of the two studies were to identify common communicative responses to co-present mobile phone usage and conversational partners’ reactions to that communication, and to determine whether individuals perceive their communicative responses as effective. Study 1 identified common participant responses and partner (i.e., phone user) reactions to those responses. In Study 2, researchers coded data from a new sample for these same responses and reactions and measured participants’ perceived effectiveness and likelihood to use the same responses again. The most frequent responses were demanding/requesting to stop, asking partner about their phone use, and using humor/sarcasm. Stopping, apologizing and stopping, justifying the use, and continuing to use the phone were the most common partner reactions. Directness of communicative responses was unrelated to reaction valence. Most conversational partner reactions were positive, but when negative, participants rated direct responses as significantly less effective than indirect responses.
{"title":"Conversational partners’ interactions in response to co-present mobile phone usage","authors":"L. Kelly, R. Duran, Aimee E. Miller-Ott","doi":"10.1080/01463373.2022.2095217","DOIUrl":"https://doi.org/10.1080/01463373.2022.2095217","url":null,"abstract":"ABSTRACT The goals of the two studies were to identify common communicative responses to co-present mobile phone usage and conversational partners’ reactions to that communication, and to determine whether individuals perceive their communicative responses as effective. Study 1 identified common participant responses and partner (i.e., phone user) reactions to those responses. In Study 2, researchers coded data from a new sample for these same responses and reactions and measured participants’ perceived effectiveness and likelihood to use the same responses again. The most frequent responses were demanding/requesting to stop, asking partner about their phone use, and using humor/sarcasm. Stopping, apologizing and stopping, justifying the use, and continuing to use the phone were the most common partner reactions. Directness of communicative responses was unrelated to reaction valence. Most conversational partner reactions were positive, but when negative, participants rated direct responses as significantly less effective than indirect responses.","PeriodicalId":51521,"journal":{"name":"COMMUNICATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43466176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-28DOI: 10.1080/01463373.2022.2095216
F. J. Jennings, Kelsey Wexler, Gabrielle Willingham, K. Kenski
ABSTRACT The gender political knowledge gap has proven to be persistent and pervasive. It extends across time, geography, and cultures. When it comes to national politics, women demonstrate lower political knowledge than men, and this has a detrimental effect on a deliberative democracy. The current study employed an elaborative and political socialization theoretical perspective in addressing the gender political knowledge gap. Through an experimental design and structural equation modeling, antecedents and outcomes of political learning for women were investigated. Three conditions were created through exposure to articles before watching a televised presidential debate. Women were either given a motivation prime, which explained how a political issue related specifically to women; an ability prime that provided background information on an issue; or a nonpolitical prime. Both the motivation and ability (through increased elaboration) enhanced learning. The enhanced learning predicted increased intentions to discuss the issue and seek additional issue-relevant information.
{"title":"Fostering learning among women: the democratic outcomes of elaborative primes","authors":"F. J. Jennings, Kelsey Wexler, Gabrielle Willingham, K. Kenski","doi":"10.1080/01463373.2022.2095216","DOIUrl":"https://doi.org/10.1080/01463373.2022.2095216","url":null,"abstract":"ABSTRACT The gender political knowledge gap has proven to be persistent and pervasive. It extends across time, geography, and cultures. When it comes to national politics, women demonstrate lower political knowledge than men, and this has a detrimental effect on a deliberative democracy. The current study employed an elaborative and political socialization theoretical perspective in addressing the gender political knowledge gap. Through an experimental design and structural equation modeling, antecedents and outcomes of political learning for women were investigated. Three conditions were created through exposure to articles before watching a televised presidential debate. Women were either given a motivation prime, which explained how a political issue related specifically to women; an ability prime that provided background information on an issue; or a nonpolitical prime. Both the motivation and ability (through increased elaboration) enhanced learning. The enhanced learning predicted increased intentions to discuss the issue and seek additional issue-relevant information.","PeriodicalId":51521,"journal":{"name":"COMMUNICATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45739928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.1080/01463373.2022.2079994
Xiaoti Fan, Darrin J. Griffin, Elizabeth P. Tagg
ABSTRACT The central premise of truth-default theory (TDT) posits that listeners are truth-biased in communication exchanges. Levine’s TDT speculates that intergroup communication impacts truth-bias. To test this notion, participants judged the veracity of videos of speakers from the U.S. and China discussing their opinions on mask mandates and personal relationships. The results show that people hold a stronger truth-bias toward in-group members when those people share the same stance on the social issue of mask mandates. However, the study findings did not show a relationship between cultural identity on truth-bias. Interestingly, all participants showed a higher lie judgment trigger sensitivity toward speakers from a different culture, and higher lie judgment trigger sensitivity was also present for those who shared differing opinions on mask mandates.
{"title":"Lie judgment trigger sensitivity and truth-bias: truth default theory in intergroup communication","authors":"Xiaoti Fan, Darrin J. Griffin, Elizabeth P. Tagg","doi":"10.1080/01463373.2022.2079994","DOIUrl":"https://doi.org/10.1080/01463373.2022.2079994","url":null,"abstract":"ABSTRACT The central premise of truth-default theory (TDT) posits that listeners are truth-biased in communication exchanges. Levine’s TDT speculates that intergroup communication impacts truth-bias. To test this notion, participants judged the veracity of videos of speakers from the U.S. and China discussing their opinions on mask mandates and personal relationships. The results show that people hold a stronger truth-bias toward in-group members when those people share the same stance on the social issue of mask mandates. However, the study findings did not show a relationship between cultural identity on truth-bias. Interestingly, all participants showed a higher lie judgment trigger sensitivity toward speakers from a different culture, and higher lie judgment trigger sensitivity was also present for those who shared differing opinions on mask mandates.","PeriodicalId":51521,"journal":{"name":"COMMUNICATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47344215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-19DOI: 10.1080/01463373.2022.2077122
Aisha Powell
ABSTRACT This study examines the individual motivation of fourteen people who participated in a George Floyd protest during summer 2020. Using the two-step flow of communications model – which posits that individuals are not directly influenced by the media but instead by opinion leaders who interpret messaging and re-disseminated it – select participants of color were interviewed about why they protested and the mediating factors that influenced that decision. Most participants were strongly influenced by opinion leaders in their personal networks – including friends, family, activists and organizations that they trusted. Social media and traditional news sources were used as an addendum to these networks, with participants having the most skepticism about the information on traditional media platforms. The implications of this study exemplify how interpersonal communication and relationships are still the driving force behind modern social movements, despite many of them originating on the internet.
{"title":"Two-step flow and protesters: understanding what influenced participation in a George Floyd protests","authors":"Aisha Powell","doi":"10.1080/01463373.2022.2077122","DOIUrl":"https://doi.org/10.1080/01463373.2022.2077122","url":null,"abstract":"ABSTRACT This study examines the individual motivation of fourteen people who participated in a George Floyd protest during summer 2020. Using the two-step flow of communications model – which posits that individuals are not directly influenced by the media but instead by opinion leaders who interpret messaging and re-disseminated it – select participants of color were interviewed about why they protested and the mediating factors that influenced that decision. Most participants were strongly influenced by opinion leaders in their personal networks – including friends, family, activists and organizations that they trusted. Social media and traditional news sources were used as an addendum to these networks, with participants having the most skepticism about the information on traditional media platforms. The implications of this study exemplify how interpersonal communication and relationships are still the driving force behind modern social movements, despite many of them originating on the internet.","PeriodicalId":51521,"journal":{"name":"COMMUNICATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48078196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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