Behind closed pages : how gatekeeping shapes student journalists' new values
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Administrative oversight and gatekeeping practices shape student journalists' abilities to report independently in scholastic journalism settings. This thesis examines how censorship practices -- prior review, prior restraint, and self-censorship -- affect student journalists' development, how they perceive news values, and whether they decide to pursue journalism post-high school graduation. Gatekeeping theory serves as a framework for understanding how institutional actors, such as high school advisors or administrators, control the flow of information and shape student development. Legal precedents -- including Tinker v. Des Moines (1969), Hazelwood School District v. Kuhlmeier (1988), and Mahanoy Area School District v. B.L. (2021) -- establish the judicial framework within which gatekeeping occurs, defining the scope and limitations of First Amendment protections in educational settings. Qualitative interviews with eleven Missouri high school journalism advisors suggested three main ideas: (1) formal and informal censorship shapes which stories are pursued, softened, or avoided; (2) advisors and administrators function as institutional gatekeepers who influence editorial decisions; (3) restrictive environments undermine students' ethical development, while autonomous ones encourage confidence and critical inquiry. These findings suggest that students who experience editorial freedom are more likely to engage in meaningful reporting, think critically about ethical decisions, and remain involved in journalism or civic life beyond high school. On the other hand, restrictive environments can lead to a distorted understanding of journalism's purpose, often framing it as a vehicle for institutional promotion rather than public accountability.
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M.A.