Date of Award
Master of Arts (MA)
The purpose of this study was to investigate the role of gender in relation to salaries, professional differences and communication styles in the Omaha public relations field. This research allows us to draw conclusions which are applicable in Omaha. This research may suggest findings consistent with the rest of the U.S. In addition, the research provides current data to compare with the last national study of this topic, completed in 1988. Regarding the three research questions, findings suggested: Professional Differences - Professional differences existed between male and female professionals within the Omaha public relations field regarding the separation of men into president/executive/CEO positions and women into more subordinate positions. Similarly, men earned higher salaries ($65,000 or more versus $25,000-$34,999 for women). In addition, men were more likely to own their own public relations businesses. Impact of the High Number of Female Professionals - Regarding the "feminization" of the public relations field, most practitioners felt no negative consequences were caused by the large number of female public relations professionals. However, issues such as encounters with sexual discrimination and the ability to manage the roles of professional, spouse and parent were areas of concern. Professionals were more likely to believe women were different in these categories. Self-Perceptions of Communication Style - Professionals were very similar regarding how they perceived their own communication styles. Only two styles of communication were responded to differently by men and women. The first was a dramatic communication style, men were, more likely to perceive themselves as having this style of communication. The second style was an attentive communication style. Women were more likely to perceive themselves as having an attentive communication style.
Downie, Melanie Lyn, "An Analysis of the Omaha Public Relations Field: Gender, Professional Roles and Communication Styles" (1998). Student Work. 1680.
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