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University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 A Xerox Education Company 73-11,477 CRESWELL, Kent William, 1939-. AN HISTORICAL DESCRIPTIVE ANALYSIS OF THE BROADCAST SKILLS BANK--A COOPERATIVE INDUSTRY EFFORT TO INVOLVE MINORITIES IN BROADCASTING. The Ohio State University, Ph.D., 1972 Speech j j University Microfilms, A XEROX Company, Ann Arbor, Michigan © 1973 Kent William Creswell ALL RIGHTS RESERVED THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. AN HISTORICAL DESCRIPTIVE ANALYSIS OF THE BROADCAST SKILLS BANK— A COOPERATIVE INDUSTRY EFFORT TO INVOLVE MINORITIES IN BROADCASTING DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Kent William Creswell, B.S., M.A. The Ohio State University 1972 Approved by ■ W l j m y Department of Speech Communication PLEASE NOTE: Some pages may have indistinct print. Filmed as received. University Microfilms, A Xerox Education Company VITA June 2 0 , 1939 • • • Born - Springfield, Ohio 1961 ............. B.S., Ohio State-University, Columbus, Ohio 1961-1966 • • • • • Producer-Director, WMBI, WMBI-FM, Chicago, Illinois 1967 • •••••• M.A., Wheaton College, Wheaton, Illinois 1967-1969 • • • • • Assistant Manager, WMBI, WMBI-FM, Chicago, Illinois 1969-1971 • • • • • Teaching Associate, Department of Speech Communication, Ohio State University, Columbus, Ohio 1970-1971 ........ Producer-Director, Instructional Television, Ohio State University, Columbus, Ohio 1972- • #•••• General Manager, WOSU, WOSU-FM, Ohio State University, Columbus, Ohio FIELDS OF STUDY Major Field 1 Mass Communication Studies in Broadcasting# Professors Walter B. Emery and Joseph M. Foley Studies in Rhetoric# Professor James L. Golden Studies in Education. Professor I. Keith Tyler TABLE OF CONTENTS Page • * VITA 11 LIST OF TABLES ' v Chapter I. INTRODUCTION 1 Background of the Study Scope of the Study Signficiance of the Study Method of Research in the Study Problems of Research in the Study Organization of the Study II. ORIGIN AND DEVELOPMENT OF THE BROADCAST SKILLS BANK ....................... k6, Overview Sources Consulted Factors Related to the Development of the Broadcast Skills Bank Functions of the National Office of the Broadcast Skills Bank Decline of National Office Activity Summary III. LOCAL BROADCAST SKILLS BANK IN SAN FRANCISCO, CALIFORNIA . „ 80 Overview Sources Consulted Establishment of the Bay Area Broadcast Skills Bank Organization of the Bay Area Broadcast Skills Bank Operation of the Bay Area Broadcast Skills Bank Evaluation of the Bay Area Broadcast Skills Bank Based on Research Interviews Summary iii IV, LOCAL BROADCAST SKILLS BANK IN MIAMI# FLORIDA , 1^6 Overview Sources Consulted Establishment of the South'Florida Broadcast Skills Bank Organization of the South Florida Broadcast Skills Bank Operation of the South Florida Broadcast Skills Bank Evaluation of the South Florida Broadcast Skills Bank Based on Research Interviews Summary V, LOCAL BROADCAST SKILLS BANK IN COLUMBUS, OHIO . 213 Overview Sources Consulted Establishment of the Columbus, Broadcast Skills Bank Organization of the Columbus Broadcast Skills Bank Operation of the Columbus Broadcast Skills Bank Evaluation of the Columbus Broadcast Skills Bank Based on Research Interviews Summary VI. RESULTS AND CONCLUSIONS ..................... 2?2 Summary of the Research Conclusions Drawn from the Research Recommendations for Further Study Success and Failure of the Broadcast Skills Bank APPENDIX A. BAY AREA BROADCAST SKILLS BANK APPLICANT LISTING 316 B. BAY AREA BROADCAST SKILLS BANK APPLICATION FORM 319 C. SOUTH FLORIDA BROADCAST SKILLS BANK APPLICATION . REQUISITION FORM 322 D. SOUTH FLORIDA BROADCAST SKILLS BANK EMPLOYEE FORM .......... o ....... • 325 SOURCES CONSULTED 32 ? iv LIST OF TABLES Table Page 1. LOCAL CHAPTERS OF THE BROADCAST SKILLS BANK . 10 2. FUNDING PLAN OF THE BAY AREA BROADCAST SKILLS BANK ..................................... v CHAPTER I INTRODUCTION i This dissertation is a study of the Broadcast Skills Bank, an industry-wide effort begun in 1964 to increase the number of minority group members in broadcasting. The bank began in pilot form as a training program for minority group members at the Westinghouse Broadcasting Company. A year later its scope was enlarged to include the leadership of major network executives in cooperation with the Urban League's National Skills Bank program in cities across the country. The following pages in this introduction"provide in­ formation concerning the research and writing of the dis­ sertation. The first section describes the historical set­ ting in which the Broadcast Skills Bank developed. The sec­ ond section explains the scope of the study in terms of ge­ ography, time and other factors. The next section, on the significance of the study, lists some of the elements in­ volved in skills bank operations and shows the importance of this topic for dissertation research. The fourth section on method describes the way in which personal interviews and primary sources were used in the gathering and analysis of 1 data. A section on problems of research examines the major barriers which were encountered in this study. A final sec­ tion on organization explains the overall layout of the chapters which follow this introduction. Background on the Study The United States has many minority groups, including Jews, blacks, Orientals, European immigrants, Spanish-speaking Americans and American Indians. Various federal agencies have been created to protect the rights of minority group members and assure them an equal opportunity for economic, political and social advancement. The National Labor Rela­ tions Board, Office of Federal Contract Compliance, U.S. Civil Service Commission and other agencies of the federal government have authority to assure equal employment oppor­ tunity.1 Black Americans made considerable gains in their fight for equality beginning during the Reconstruction period. The Thirteenth, Fourteenth and Fifteenth Amendments abolished slavery and insured voting rights for black citizens. In 1957 Congress established the Commission on Civil Rights to investigate specific charges of discrimination. Black peo­ ple in particular were being employed in positions far be­ neath their qualifications. There was a need for substantial upgrading in these jobs. The Civil Rights Act of 196^ es­ tablished the Equal Employment Opportunity Commission to en­ force fair employment practices.-5 This act was the strongest 3 i civil rights act in United States history, especially as a means of enforcing fair employment practices through the Jj. powers of the Equal Employment Opportunity Commission. One month after the Civil Rights Act became law, Con­ gress passed other legislation creating an Office of Economic Opportunity, With a budget of 800 million dollars, this federal agency developed training and employment programs in the middle 1960s to assist minority group members and other poverty-stricken groups in America. These included programs such as the Neighborhood Youth Corps, the Upward Bound pro- ject and the Job Corps. These programs developed by the federal government in 196^ and 1965 were designed to provide training for under­ privileged young‘people who lacked the education and skills necessary to obtain jobs. As projects of the Office of Eco­ nomic Opportunity, they were part of President Lyndon John­ son's war on poverty launched early in 196k» The Broadcast Skills Bank was created in this context of civil rights organizations designed to implement congres­ sional acts. However, the bank was not a federally imposed program. In fact,

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