Chapter 2: Audience Analysis and Effective Listening
- Ethnic background
- Group membership
- Educational level
- Political affiliation
- Religious affiliation
- Socioeconomic level
How might data in these areas assist you in understanding your audience? After all, you won’t use this information to determine funding or to analyze the needs of a city. You will, however, be able to use the information you collect to better understand what your audience is interested in, whether you have included culturally appropriate examples to explain your topic, or if your audience already has a religious or political preference that might make it difficult for them to believe as you do or to take a recommended course of action. Knowing these details about your audience will assist you as you move through each step of the speech process from beginning to end (McQuail 111-14).
Let’s look at a couple of examples that may help you better understand how analyzing your audience can impact your speech preparation and presentation. One of the first tasks you’ll need to accomplish as you prepare for a presentation is to decide on a topic. What will you choose to discuss? If you know that your audience is composed entirely of men, would you consider giving a speech about choosing the best gynecologist? Probably not. Knowing the gender of this audience helps you narrow the topic to one more gender- relevant. Could you give a speech to this same group about breast cancer? Again, you might not pick this topic based on your analysis of your listeners. However, if you presented the topic as an issue that might affect the wives, mothers, and daughters of the men in your audience, that topic becomes relevant.
Look at another example. You research and prepare a well thought-out presentation that focuses on Medicare coverage in the United States. While you may have provided effective statistical information, quoted many respected experts in the field, and used detailed examples to help explain the topic, how much interest will you generate with this topic if you give the speech to a group of college students? In this case, the age of the audience is the critical factor. Young listeners in their twenties are probably not yet affected by this issue and therefore are disinterested in your speech before you even begin.
What if this same topic is presented to a support group that caters to adults dealing with aging parents? In this case, the listeners may, again, be young and typically disinterested in the topic personally, but it is the group membership-a support group dealing with aging parents-that makes the topic relevant to these listeners. These examples should help you better understand how knowing just a few small demographic details about your audience can be the difference between addressing an interested and connected audience and presenting to a group of listeners who can’t wait for the speech to end.
As you can now see, collecting this audience data as you prepare for a presentation can influence your preparation and the potential outcome of your speech. Knowing as much as you possibly can about your audience gives you an edge. In essence, it gives you the inside track into the thoughts, feelings, and experiences of your audience so that you can draw on that information as you prepare and deliver your presentation. Striving to be audience- centered is one of our primary goals as speakers. If you consider your audience in each step of your preparation and presentation, you will find that you are a more effective speaker because you will be able to connect with the individuals in that audience in such a way that they can easily relate to your information and to you.
A Deeper Dive into Demographic Characteristics
When we use the term audience analysis, we mean looking at the audience first by its demographic characteristics and then by their internal psychological traits. “Demo-” comes the Greek root word demos meaning “people,” and “-graphic” means description or drawing. Demographic characteristics describe the outward characteristics of the audience.
This textbook will discuss eleven of them below, although you might see longer or shorter lists in other sources. Some of them are obvious and some not as much. But before we get into the specific demographic characteristics, let’s look at three principles.
First, be careful not to stereotype on the basis of a demographic characteristic. Stereotyping is generalizing about a group of people and assuming that because a few persons in that group have a characteristic, all of them do. If someone were sitting near campus and saw two students drive by in pickup trucks and said, “All students at that college drive pickup trucks,” that would be both stereotyping and the logical fallacy of hasty generalization (see Chapter 14). At the same time, one should not totalize about a person or group of persons. Totalizing is taking one characteristic of a group or person and making that the “totality” or sum total of what that person or group is. Totalizing often happens to persons with disabilities, for example; the disability is seen as the totality of that person, or all that person is about. This can be both harmful to the relationship and ineffective as a means of communicating. If a speaker before a group of professional women totalizes and concludes that some perception of “women’s issues” are all they care about, the speaker will be less effective and possibly unethical.
Avoiding stereotyping and totalizing is important because you cannot assume everything about an audience based on just one demographic characteristic. Only two or three might be important, but in other cases, several demographic characteristics matter. The age of a group will be important in how they think about investing their money, but so will the socio-eco- nomic level, career or profession, and even where they live. Even their religious beliefs may come into it, since many religious groups have teachings about how much income should be given to charity. A good speaker will be aware of more than one or two characteristics of the audience.
Second, in terms of thinking about demographic characteristics, not all of them are created equal, and not all of them are important in every situation. When parents come to a PTA meeting, they are concerned about their children and playing the important role of “parent,” rather than being concerned about their profession. When senior citizens are thinking about how they will pay for their homes in retirement years, their ethnicity prob- ably has less to do with it as much as their age and socio-economic level.
Third, there are two ways to think about demographic characteristics: positively and negatively. In a positive sense, the demographic characteristics tell you what might motivate or interest the audience or even bind them together as a group. In a negative sense, the demographic characteristic might tell you what subjects or approaches to avoid. Understanding your audience is not a game of defensive tic-tac-toe, but a means of relating to them.
For example, a common example is given about audiences of the Roman Catholic faith. Speakers are warned not to “offend” them by talking about abortion, since official Roman Catholic teaching is against abortion. How- ever, this analysis misses three points. First, even if most Roman Catholics take a pro-life position, they are aware of the issues and are adults who can listen and think about topics. Additionally, not all Roman Catholics agree with the official church stance, and it is a complex issue. Second, Roman Catholics are not the only people who hold views against abortion. Third, and most important, if all the speaker thinks about Roman Catholics is that they are against something, the speaker might miss all the things the audience is for and what motivates them. In short, think about how the demographic characteristics inform what to talk about and how, not just what to avoid talking about.
There is one more point to be made about demographic characteristics before they are listed and explained. In a country of increasing diversity, demographic characteristics are dynamic. People change as the country changes. What was true about demographic characteristics—and even what was considered a demographic characteristic—has changed in the last fifty years. For example, the number of Internet users in 1980 was minuscule (mostly military personnel). Another change is that the percentage of the population living in the Great Lakes areas has dropped as the population has either aged or moved southward.
What follows is a listing of eleven of the more common demographic characteristics that you might use in understanding your audience and shaping your speech to adapt to your audience.
The first demographic characteristic is age. In American culture, we have traditionally ascribed certain roles, behaviors, motivations, interests, and concerns to people of certain ages. Young people are concerned about career choices; people over 60 are concerned about retirement. People go to college from the age of 18 to about 24. Persons of 50 years old have raised their children and are “empty nesters. These neat categories still exist for many, but in some respects they seem outdated.
According to the National Center for Education Statistics (2015), 38% of college students are over 25 years old. Some women and men wait until their late thirties to have children, and thus at 50 have preteens in the house. More and more grandparents are raising grandchildren, and some people foster or adopt children in their middle years. Combining the lon- ger lives Americans are living with the economic recession of 2008 and following, 62 is no longer a reasonable age for retirement for many.
Therefore, knowing that your audience is 18, 30, 55, or 70 is important, but it is just one of many factors. In your classroom audience, for example, you may find 30-year-old returning, nontraditional college students, young entrepreneurs, 17-year-old dual enrollment students, and veterans who have done three or four tours in the Middle East as well as 18- or 19-year- old traditional college students.
The second demographic characteristic commonly listed is gender. This area is open to misunderstanding as much as any other. Despite stereo- types, not all women have fifty pairs of shoes with stiletto heels in their closets, and not all men love football. In almost all cases you will be speaking to a “mixed” audience of men and women, so you will have to keep both groups in mind. If you are speaking to a group of all men or all women and you are of the same gender as the audience, you might be able to use some appropriate common experiences to connect with the audience. However, if you are a woman speaking to an all-male audience or a man speaking to an all-female audience, those are situations in which to be aware of overall gender differences in communication.
According to Deborah Tannen (2007), a scholar of linguistics and a well-known author, men and women in the United States have divergent communication styles. She is quick to point out neither is all good or all bad, nor do they apply to every single person. The two communication styles are just different, and not recognizing the differences can cause problems, or “noise,” in communication. Although she normally applies these principles to family, marital, and work relationships, they can be applied to public speaking.
According to Tannen, women tend to communicate more inductively; they prefer to give lots of details and then move toward a conclusion. Other research on differences in gender communication indicate that women listen better, interrupt less, and collaborate more, although there is research to indicate this is not the case. (Keep in mind these are generalized tendencies, not necessarily true of every single woman or man.) Women tend to be less direct, to ask more questions, to use “hedges” and qualifiers (“it seems to me,” “I may be wrong, but…”) and to apologize more, often unnecessarily. Other research indicates women praise more, consequently expect more praise, and interpret lack of praise differently from how men do (Floyd, 2017).
This pattern of less direct communication ascribed to many women may not sound the same to men as it does to women. To men it may seem that a female speaker is unsure or lacks confidence, whereas the female speaker is doing it out of habit or because she thinks it sounds open-minded and diplomatic; possibly, the strategy has worked before and/or in most cases. Tannen calls women’s style of communication “rapport” style, whereas she labels male communication as more of a “report” style. Some communication scholars call these differences “expressive” (women) vs. informational (men) (Floyd 2017).
Male speakers, on the other hand, are more deductive and direct; they state their point, give limited details to back it up, and then move on. Men may be less inclined to ask questions and qualify what they say; they might not see any reason to add unnecessary fillers. Men also may tend toward basic facts, giving some the impression they are less emotional in their communication, which is a stereotype. Finally, men are socialized to “fix” things and may give advice to women when it is not really needed or wanted.
These generalized differences in communication by gender have led to much material for comedians and YouTube videos and much discussion and soul-searching about women’s supposed habitually apologizing. In some ways, these differences are traditional and some writers, especially women, are trying to help others avoid these patterns without losing the positive side of female or male communication differences. For example, books such as Lean In (Sandberg, 2013) are meant to teach women to negotiate for better salaries and conditions and avoid common communication behaviors that hurt their ability to negotiate. Also, many differences are situational and have to do with relative levels of power and other factors. However, it is unlikely these general tendencies are going to disappear any time soon.
Therefore, if you are a woman speaking to an all-male audience, be direct without mimicking “male talk.” It might be a good idea to avoid excessive detail and description; it will be seen as getting off topic. Do not follow the habit of starting sentences with “I don’t know if this is 100% correct, but…” or even worse, the habitual “I’m sorry, but…“ If on the other hand you are a male speaking to a primarily female audience, realize that women want knowledge but not to have their problems fixed. Men also seem abrupt when talking to women, and much research supports the conclusion that men talk more than women in groups and interrupt more. So, male speakers should allow time for questions and work hard at listening.
This section on gender has taken a typical, traditional “binary” approach. Today, more people openly identify as a gender other than traditionally male or female. Even those of us who identify as strictly male or female do not fully follow traditional gender roles. This is an area for growing sen- sitivity. At the same time, the purpose, subject, and context of the speech will probably define how and whether you address the demographic characteristic of gender.
Age and gender are the two main ways we categorize people: a teenaged boy, an elderly lady, a middle-aged man; a young mother. There are several other demographic characteristics, however.
Race, Ethnicity, and Culture
Race, ethnicity, and culture are often lumped together; at the same time, these categorizations can be controversial. We will consider race, ethnicity, and culture in one section because of their interrelationship although they are distinct categories.
We might think in terms of a few racial groups in the world: Caucasian, African, Asian, Pacific Islander, and Native American. Each one of these has many ethnicities. Caucasian has ethnicities of Northern European, Arab, some South Asian people groups, Mediterranean, etc. Then each ethnicity has cultures. Mediterranean ethnicities include Greek, Italian, Spanish, etc., and then each of these has subcultures, and so on. It should be not- ed that many social scientists today reject the idea of race as a biological reality altogether and see it as a social construct. This means it is a view of humanity that has arisen over time and affects our thinking about others.
Unfortunately, dividing these categories and groups is not that easy, and these categories are almost always clouded by complicated political and personal concerns, which we do not have time or space to address here. Most audiences will be heterogeneous, or a mixture of different types of people and demographic characteristics, as opposed to homogeneous, very similar in many characteristics (a group of single, 20-year-old, white female nursing students at your college). Therefore, be sensitive to your audience members’ identification with a culture. Anglos are often guilty of confusing Hispanic (a language category) with cultures (a more regional or historical category), and overlooking that Mexican is not Puerto Rican is not Cuban is not Colombian. In the same way for Caucasians, a Canadian is not an Australian is not an American is not a Scot, just because their last names, basic looks, and language seem almost the same (well, sort of!). “American” itself is a problematic term since “American” can refer to every country in the Western Hemisphere.
As mentioned in a previous example, focus as much on the positives—what that culture values—rather than what the culture does not like or value.
Now we turn to an even more complicated category, religion.
Religion, casually defined as beliefs and practices about the transcendent, deity, and the meaning of life, can be thought of as an affiliation and as a life commitment. According to polls, due to either family or choice, a majority of Americans (although the percentage is shrinking) have some kind of religious affiliation, identity, or connection. It may simply be where they were christened as an infant, but it is a connection—“I’m in that group.” About 23% of Americans are being called “nones” because they do not claim a formal religious affiliation (Pew Research, 2015).
On the other hand, a person may have an affiliation with a religious group but have no real commitment to it. The teaching and practices of the group, such as a denomination, may not affect the personal daily life of the member. Likewise, someone who has an affiliation may develop his or her own variations of beliefs that do not match the established organization’s doctrines. Unless the audience is brought together because of common faith concerns or the group shares the same affiliation or commitment, religious faith may not be relevant to your topic and not a central factor in the audience analysis. As with other categories, be careful not to assume or stereotype about religious groups.
Religion, like ethnicity and culture, is an area where you should be conscious of the diversity of your audience. Not everyone worships in a “church,” and not everyone attends a house of worship on Sunday. Not everyone celebrates Christmas the way your family does, and some do not celebrate it at all. Inclusive language, which will be discussed in Chapter 10, will be helpful in these situations.
Without getting into a sociological discussion, we can note that one demographic characteristic and source of identity for some is group affiliation. To what groups do the audience members’ predominantly belong? Sometimes it will be useful to know if the group is mostly Republican, Democrat, members of a union, members of a professional organization, and so on.
In many cases, your reason for being the speaker is connected to the group identity. Again, be mindful of what the group values and what binds the audience together.
Region, another demographic characteristic, relates to where the audience members live. We can think of this in two ways. We live in regions of the country: Northeast, Southeast, Midwest, Rocky Mountain region, North- west, and West Coast. These regions can be broken down even more, such as coastal Southeastern states. Americans, especially in the East, are very conscious of their state or region and identify with it a great deal.
The second way to think about region is as “residence” or whether the audience lives in an urban area, the suburbs, or a rural area. If you live in the city, you probably do not think about being without cell phone or Internet service, but many people in rural areas do not take those for granted. The clubs that students in rural high schools belong to might be very different from what a student in a city would join.
Occupation may be a demographic characteristic that is central to your presentation. For the most part in the U.S., we choose our occupations because they reflect our values, interests, and abilities, and as we associate with colleagues in that occupation, those values, interests, and abilities are strengthened. You are probably in college to enter a specific career that you believe will be economically beneficial and personally fulfilling. We sometimes spend more time at work than any other activity, except sleeping. Messages that acknowledge the importance, diversity, and reasons for occupations will be more effective. At the same time, if you are speaking to an audience with different occupations, do not use jargon from one specific occupation. This idea is addressed more in Chapter 11.
The next demographic characteristic is education, which is closely tied to occupation and is often, though not always, a matter of choice. In the United States, education usually reflects what kind of information and training a person has been exposed to, but it does not necessarily reflect
intelligence. An individual with a bachelor’s degree in physics or computer science will probably know a great deal more about those fields than someone with a Ph.D. in English. Having a certain credential is supposed to be a guarantee of having learned a set of knowledge or attained certain skills. Some persons, especially employers, tend to see achieving a credential such as a college degree as the person’s having the “grit” to finish an academic program (Duckworth, 2016). We are also generally proud of our educational achievements, so they should not be disregarded.
Socio-economic level, another demographic characteristic, is also tied to occupation and education in many cases. We expect certain levels of education or certain occupations to make more money. While you cannot know the exact pay of your audience members, you should be careful about references that would portray your own socio-economic level as superior to their own. Saying, “When I bought my BMW 7 Series” (a car that retails at over $80,000) would not make a good impression on someone in the audience who is struggling to make a car payment on her used KIA. One time a lawyer for a state agency was talking to a group of college professors about how she negotiated her salary. She mentioned that she was able to get her salary raised by an amount that was more than the annual salary of the audience members. Her message, which was a good one, was lost in this case because of insensitivity to the audience.
The next few demographic characteristics are more personal and may not seem important to your speech topic, but then again, they may be the most important for your audience. Sexual orientation, usually referred to by the letters LGBTQ (Lesbian, Gay, Bisexual, Trans-gendered, Queer), is a characteristic not listed in speech textbooks forty years ago. As acceptance of people of various sexual orientations and lifestyles becomes more com- mon, we can expect that these differences will lead to people feeling free to express who they are and not be confined to traditional gender roles or stereotypes. For this reason, it is useful to employ inclusive language, such as “partner” or “spouse.”
Family status, such as whether the audience members are married, single, divorced, or have children or grandchildren may be very important to the concerns and values of your audience and even the reason the audience is brought together. For example, young parents could be gathered to listen to a speaker because they are concerned about health and safety of children in the community. Getting married and/or having a child often creates a major shift in how persons view the world, responsibilities, and priorities. A speaker should be aware if she is talking to single, married, divorced, or widowed persons and if the audience members are parents, especially with children at home.
Does this section on demographic characteristics leave you wondering, “With all this diversity, how can we even think about an audience?” If so, do not feel alone in that thought. As diversity increases, audience understanding and adaptation becomes more difficult. To address this concern, you should keep in mind the primary reason the audience is together and the demographic characteristics they have in common—their common bonds. For example, your classmates may be diverse in terms of age, ethnicity, or religion, but they have in common profession (all students) and region (living near or on the campus), group identity (campus organizations or major) as well as, possibly, other characteristics.
Perhaps your instructor will do an exercise in class that helps you explore the demographic characteristics displayed in your class audience. You might find that most live with their parents, or that 60% of them are planning to enter a health profession, or that one-third of them have children at home. Knowing these facts will help you find ways to choose topics, select approaches and sources for those topics, know when you should explain an idea in more detail, avoid strategies that would become barriers to communicating with the audience, and/or include personal examples.
You’ve probably heard the term “demographics ” used before. Demographic data is the information (often statistical) most often collected to analyze the people, groups, and organizations around us. The U.S. Census Bureau is one of the best examples of a group known for collecting demographic data. Every ten years, census takers gather information about the population of the United States. They typically want to know the composition of each household- how many children/adults each has, its average annual income, its ethnic background, the gender and ages of those in the household, and other similar information. This data is then compiled to provide government and other agencies with an overall view of the individuals, families, and other collective groups that compose the population of the United States. This information might be used to determine funding or to project the needs of the country in future years. As you might imagine, gathering and compiling this tremendous amount of data is mind-boggling. Luckily, the data you’ll gather to prepare for a presentation is on a much smaller scale.