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Racial Spectacle and Campus Climate: The Intersection of U.S. Media Representations, Racial Stereotype Formation Among Asian International Students, and Cross-Racial Interaction on College Campuses

Inclusive Education as Transformation

Discussant Information

Prof. Dennis Conrad
Department of Inclusive and Special Education State University of New York Potsdam, NY

Author Information:

Dr. Zachary S. Ritter
University of Redlands
Dr. Kenneth R. Roth
University of California, Los Angeles (UCLA)


cross-cultural interaction, media stereotype reduction, improving campus racial climate, Chinese and Korean international students

Presentation Information:

Presentation #: 1
Date: 1st June, 2015
Time: 1:30 pm - 3:00 pm
Location: KHAIROON EAST (Room 1)


Depictions of people of African descent in China, Japan, and Korea are often problematic and fraught with stereotypes. These stereotypes are likely scaffolded by imported media representations of race, and may have implications for cross-cultural interactions on campus. As more Chinese, Japanese, and Korean international students become a larger part of the U.S. higher education landscape, it is likely that campus relations between them and African American students may be strained.?U.S. media representations of race may flavor international student views and interactions with black students on U.S. college campuses, complicating campus diversity initiatives and contributing to a less-than-ideal campus climate. These tensions also may have implications for how black students view themselves and, if left unaddressed in all of the spaces and places of higher education, will persist and be reproduced in the globalizing workplace. To address these long-established and structural stereotypes that continue to be reproduced in mass media, some universities have turned to innovative ways to broaden cross-racial/ethnic interactions between African American and Asian international students. The University of Michigan (UM), Syracuse University (SU), University of Texas-Austin (UTA), UCLA, and other institutions have begun intergroup dialogue programs and at Central Connecticut State University (CCSU), an English as a Second Language (ESL) course utilizes film and writing exercises to prompt discussions of race. This paper presentation will illuminate strategies for cross-racial and cross-cultural interactions on college campuses, thus tying into the conference theme of inclusive education and improving learning strategies across STEM and liberal arts diversity curriculum.