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College Media

Learning in Action

Edited By Gregory Adamo and Allan DiBiase

College Media: Learning in Action is a unique resource for journalism educators and students, media advisors, student personnel administrators, and students at any level  – undergraduate or graduate  – interested in learning theory and practice. Sixteen original, scholarly and diverse chapters encompass a wide range of methodologies that detail how students involved in college media organizations have formative experiences in a variety of different forms of publication and electronic media broadcasting. In part, the volume is assembled to help students and educators alike justify their practice and involvement at a time of change when new forms of social media, pressure to quantify learning outcomes, and budget issues in higher education are reshaping the undergraduate media landscape. This volume offers insight into how many journalism and media professionals began their careers and in doing so affirms the value of learning through direct experience and involvement.

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Chapter Five: The Determinative Affect on Broadcast Development and Career Outcomes of Parental Influence and Changing Peer Group Dynamics: A Goffman Case Study Inside Student-Run College Radio (Leo J. Fahey)


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The Determinative Affect ON Broadcast Development AND Career Outcomes OF Parental Influence AND Changing Peer Group Dynamics

A Goffman Case Study Inside Student-Run College Radio


Radios were always around. The family radio was in the kitchen of my Bay Ridge, Brooklyn, home. WOR’s personality driven talk, information and middle-of-the-road music was heard every morning. There was also a faux-leather covered Philco portable my family took everywhere. I have a clear memory of listening to the Lone Ranger over it. My folks put a clock radio next to my bed and they gave me a transistor for my eleventh birthday. I listened to Dickey Doo and the Don’ts, Little Eva, Gino and Gina, The Everly Brothers, The Chordettes, The Tokens, The Tremeloes, and all the other hit makers over WMCA and WABC whenever I was allowed to have a radio on. Then I discovered DX’ing: I would stay up well past bedtime searching the skip on the clock radio pulling-in mostly Chicago stations. I felt whatever I was to do in life should be done in radio. But, as an obedient only child I had to comply with my father’s demand for high academic achievement, acceptance into an academic collegiate program and graduation into being an officer, a gentleman and a scholar, a scholar-warrior. ← 59 | 60 →

This study examines the push and pull of parental power and peer group influence over...

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