With over a decade of experience in journalism and communication education, Dr. PJ has worked across K–12 and higher education to build inclusive learning environments, develop innovative curricula, and lead strategic initiatives that elevate student success.
His work has been recognized by national and state organizations for excellence in teaching, advising, and public relations. He has authored publications on media literacy, student censorship, and educational culture, and regularly speaks at conferences and workshops to share insights on scholastic journalism and communication pedagogy.
He's actively involved in professional communities, contributing to national boards and committees that support journalism educators and academic programming. Whether mentoring new teachers, designing courses, or collaborating on media education initiatives, he's driven by a commitment to empower the next generation of storytellers and leaders, advocating for student voice and media literacy.
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His expertise and research interests include scholastic journalism, gatekeeping, communication and media studies, media literacy, student leadership, student voice, and student censorship.
Publication
The basic qualitative research aimed to examine how campus administrators determined “legitimate pedagogical interest.” Based on the data, participants said that determining" legitimate pedagogical interest" ensured that student-created media was factual, unbiased, and aligned with district and state curriculum standards. Administrators decided to initiate prior review or prior restraint because of the community, politics, and current events, and district forces.
Cabrera, P. J. (2023). Administrative Use of Prior Review in High School Journalism Programs (Doctoral dissertation, Walden University).
