Emotion instruction in journalism courses: an analysis of introductory news writing textbooks

ABSTRACT

This study explores how introductory news writing textbooks address issues surrounding emotional labor and its consequences, both for journalists and for those they interview. Eighteen of the highest-selling introductory news-writing textbooks were selected for qualitative analysis. Results showed the term and concept of emotional labor—the requirement to suppress, fake, or enhance emotions during professional interaction with others—is addressed neither explicitly nor substantively in these texts. While there are directives for journalists to manipulate their own emotions in order to be successful in their trade, there is little if any clear instruction on how this may be done. There is little acknowledgement of the emotional toll that engaging in the journalism profession can have, or discussion of the resources available to journalists to help manage emotional trauma. Results of this analysis suggest that textbooks need to enhance content in this important area.

KEYWORDS:

• Textbook analysis
• emotional labor
• journalism education
• professional roles