Making way for memes in the social science classroom: How generational media preferences may impact discussions of racial inequities

Abstract This pilot study analyzes student responses to two political cartoons which satirize racism in varying national contexts. Eight moderated focus groups viewed political cartoons then shared reactions via survey and discussion. We found that participants responded negatively to a French cartoon which they perceived endorsed racist attitudes. Participants had more positive responses to an American cartoon which they perceived to “punch up” at the racial hierarchy. A third, unanticipated set of findings relates to participants' spontaneous feedback that though they welcomed the use of popular comedy in teaching, political cartoons felt less engaging than other media formats. This left us with a new question to explore in a future second phase of our project: How can instructors consider generational differences regarding media preferences when selecting popular comedy materials for use in classroom discussions of racism? We speculate that memes, rather than political cartoons, may provide a more effective springboard for discussion. We plan to incorporate memes in the second phase of this project, a cross‐national study regarding the use of popular comedy materials as springboards to classroom discussions about racism.