This study uses scholarly literature grounded in organizational communication theory,
feminist perspectives and gender theory on the public relations industry to provide a
theoretical framework for primary research conducted on both undergraduate public
relations majors and public relations practitioners. Results from primary research
(interviews with undergraduate students and a survey administered to public relations
practitioners) reveals parallels and disconnects between student expectations and
professional realities of the role gender plays in the public relations discipline.
To help foster diversity and reduce gendered stereotypes within undergraduate public
relations programs and the public relations industry fresh, pedagogical
recommendations are explored. Cameron, Lariscy, and Sweep (1992) found that
education influences the way public relations is practiced. Thus, with pedagogical
changes at the undergraduate level, there is hope for a rebalance of equal gender
distribution for female practitioners at all professional levels, as well the capacity to
provide more comprehensive and accurate images of the discipline
