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The student journalist: Roles of the scholastic press in the 21st Century
Unformatted Document Text:  Scholastic press roles 21 paper similarly, and future research should explore whether principals of advisers hired specifically for journalism tend to gravitate toward high levels of school watchdog role perceptions. Regression analyses using the other two roles as dependent variables found none of the individual differences as possible “predictors” of these role perceptions. This is likely due to the lack of variation in the items that make up those scales and subsequently the scales themselves. However, these are important findings. First, they help further argue for certain roles being more dominant among high school newspaper advisers, or at least the ones in this sample. For example, Dvorak et al. (1994) suggest that the integrative and free expression roles (which are incorporated within the critical thinking/free expression role) have become more dominant in recent years, and this study provides empirical evidence of that. Moreover, it shows that the public relations or mechanistic role has very little dominance among the advisers in the sample. Secondly, post-hoc correlational analysis reveals some important relationships among the roles. Not surprisingly, the results show the school watchdog and arm-of- school roles to be significantly negatively correlated (r=.531, p< .001), suggesting that those who support the school watchdog role see it as somewhat antithetical to those facilitative functions of the arm-of-school role. More interesting, however, is the relationship between each of those roles and the third role, critical thinking/free expression. The school watchdog role was significantly positively correlated with the critical thinking/free expression role (r=.531, p<.001), whereas the arm-of-school role was significantly negatively correlated with it (r=-.286, p<.001). If one of the primary goals of the school, and of the school newspaper by extension, is to encourage the

Authors: Maksl, Adam.
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Scholastic press roles 
paper similarly, and future research should explore whether principals of advisers hired 
specifically for journalism tend to gravitate toward high levels of school watchdog role 
Regression analyses using the other two roles as dependent variables found none 
of the individual differences as possible “predictors” of these role perceptions. This is 
likely due to the lack of variation in the items that make up those scales and subsequently 
the scales themselves. However, these are important findings. First, they help further 
argue for certain roles being more dominant among high school newspaper advisers, or at 
least the ones in this sample. For example, Dvorak et al. (1994) suggest that the 
integrative and free expression roles (which are incorporated within the critical 
thinking/free expression role) have become more dominant in recent years, and this study 
provides empirical evidence of that. Moreover, it shows that the public relations or 
mechanistic role has very little dominance among the advisers in the sample. 
Secondly, post-hoc correlational analysis reveals some important relationships 
among the roles. Not surprisingly, the results show the school watchdog and arm-of-
school roles to be significantly negatively correlated (r=.531, p< .001), suggesting that 
those who support the school watchdog role see it as somewhat antithetical to those 
facilitative functions of the arm-of-school role. More interesting, however, is the 
relationship between each of those roles and the third role, critical thinking/free 
expression. The school watchdog role was significantly positively correlated with the 
critical thinking/free expression role (r=.531, p<.001), whereas the arm-of-school role 
was significantly negatively correlated with it (r=-.286, p<.001). If one of the primary 
goals of the school, and of the school newspaper by extension, is to encourage the 

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