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 colorblind 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 to examine 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. Elena M. Venegas, Lakia M. Scott, Karon N. LeCompte, Mia Moody-Ramirez, Yongpeng Zhu 2

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参与“危险讨论”：通过分析流行电影中的大学生活描述来培养文化能力。

这个定性案例研究利用批判性媒体素养来指导对当代流行电影中不同种族和民族的大学生的描述的分析。本研究的参与者是在美国以白人为主的私立机构就读的不同种族和民族的本科生。这项研究出现了三个主要主题。首先，有色人种学生更容易识别电影中对有色人种的刻板印象，而白人学生的反应更倾向于色盲种族意识形态（CBRI）。其次，以媒体为中心的讨论为有色人种学生提供了一个分享他们在种族主义、刻板印象和偏见方面的个人经历的渠道。在这样做时，有色人种学生寻求建立可能持有 CBRI 信仰的同龄人的文化能力。最后，这项研究提出了对批判性媒体素养的需求。无论种族和/或民族如何，参与我们研究的本科生都传达了从批判的角度审视媒体信息的重要性，例如对有色人种的刻板印象。对于学院和大学的管理人员，例如首席多元化官，这项研究具有重要意义，它提供了一种让学生、教师和其他利益相关者参与种族问题对话的方式，以期为有色人种学生营造更受欢迎的校园种族氛围。Elena M. Venegas、Lakia M. Scott、Karon N. LeCompte、Mia Moody-Ramirez、Yongpeng Zhu 2 例如从批判的角度对有色人种的刻板印象。对于学院和大学的管理人员，例如首席多元化官，这项研究具有重要意义，它提供了一种让学生、教师和其他利益相关者参与种族问题对话的方式，以期为有色人种学生营造更受欢迎的校园种族氛围。Elena M. Venegas、Lakia M. Scott、Karon N. LeCompte、Mia Moody-Ramirez、Yongpeng Zhu 2 例如从批判的角度对有色人种的刻板印象。对于学院和大学的管理人员，例如首席多元化官，这项研究具有重要意义，它提供了一种让学生、教师和其他利益相关者参与种族问题对话的方式，以期为有色人种学生营造更受欢迎的校园种族氛围。Elena M. Venegas、Lakia M. Scott、Karon N. LeCompte、Mia Moody-Ramirez、Yongpeng Zhu 2