Engaging in "Dangerous Discussions": Fostering Cultural Competence through the Analysis of Depictions of College Life in Popular Films

Autor/inn/en	Venegas, Elena M.; Scott, Lakia M.; LeCompte, Karon N.; Moody-Ramirez, Mia; Zhu, Yongpeng
Titel	Engaging in "Dangerous Discussions": Fostering Cultural Competence through the Analysis of Depictions of College Life in Popular Films
Quelle	In: Journal of Diversity in Higher Education, 14 (2021) 1, S.37-49 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Venegas, Elena M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000152
Schlagwörter	Discussion; Cultural Awareness; Competence; Popular Culture; Films; Media Literacy; Critical Theory; Ethnic Stereotypes; Racial Bias; Ideology; Undergraduate Students; Minority Group Students; White Students; Private Colleges; Student Diversity; Literary Devices; Mass Media Effects + Suchen Sie Ihr Suchwort? Diskussion; Cultural identity; Kulturelle Identität; Kompetenz; Popkultur; Film; Media skills; Medie competence; Medienkompetenz; Kritische Theorie; National stereotype; Nationales Stereotyp; Racial discrimination; Rassismus; Ideologie; Privathochschule; Literaturarbeit
Abstract	This qualitative case study utilized critical media literacy to guide the analysis of the depiction of racially and ethnically diverse college students in contemporary popular films. Participants in this study were racially and ethnically diverse undergraduate students enrolled at a private, predominantly White institution in the United States. Three primary themes emerged from this study. First, students of color were more apt to recognize stereotypical portrayals of people of color in the films, whereas White students' responses were more attuned with color-blind racial ideology (CBRI). Second, media-centered discussions provided an outlet for students of color to share their personal experiences with racism, stereotyping, and prejudice. In doing so, students of color seek to build the cultural competence of peers who may hold CBRI beliefs. Finally, this study presents a need for critical media literacy. Regardless of race and/or ethnicity, the undergraduates who participated in our study communicated an importance of examining media messages, such as stereotypes of people of color, from a critical perspective. For college and university administrators, such as chief diversity officers, this study is significant in presenting a means for engaging students, faculty, and other stakeholders in dialogue about racial issues in the hopes of fostering a more welcoming campus racial climate for students of color. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01