Black studies in the News: a content analysis of the New York Times’ coverage of collegiate Black studies between 1968-1999

Abstract

This thesis analyzes The New York Times' coverage of collegiate Black studies between 1968 and 1999, examining how mainstream media framed the field's history, roles and goals. Employing a critical content analysis and drawing on theories of managing minority difference, this project investigates how media portrayals aligned with institutional strategies to conform Black studies to the expectations of traditional disciplines. Findings reveal a consistent emphasis on conflict and mainstreaming, often presenting internal disagreements as self-inflicted and detrimental. The coverage frequently positioned Black Studies as a response to student protest, which is framed as baggage to be overcome. While acknowledging Black studies' contributions to academia, the Times often positioned this role as incompatible with the goals of fostering material racial justice and involving community members in knowledge creation. This analysis illuminates how journalistic framing influenced public perception, shaping the field's trajectory towards academic legitimization at the expense of its more radical origins and community-oriented aims, and highlighting the ongoing tension between scholarly pursuit and social transformation.