Using an exploratory sample of focus groups and surveys, we captured university students' experiences of comedic/satirical videos. We mined students' feedback to determine if those videos could enhance critical perspectives/consciousness about racial inequities, especially inequities impacting Black Americans. The literature on humor overflows with psychological explanations; we are more interested in sociological explanations. We find that when students interpret comedic materials intended as springboards for university discussions about racial inequities, they pay attention to social factors. These factors include the diversity or mixed company of classrooms; the social, cultural, historical, and/or linguistic contexts in comedic/satirical performances; and the racial/ethnic identities of both the comedians and the butts of the comedians' jokes. Intersectional identities may also play a role in perceptions of marginalized and dominant group members featured in the video clips. More specifically, students are more tolerant of Black comedians poking fun at Black characters/issues or critiquing, with levity, dominant group members and structures that are sources of racial inequities, especially inequities impacting Black Americans. Appropriate attention to social factors like these may lay a foundation for comedic/satirical materials to facilitate a reading of the world that helps students to become more reflexive about social/racial injustices.

中文翻译：

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“这很有趣，但是……！”：大学生、幽默和关于反黑人种族主义的批判意识


通过焦点小组和调查的探索性样本，我们捕获了大学生对喜剧/讽刺视频的体验。我们挖掘学生的反馈，以确定这些视频是否可以增强对种族不平等，特别是影响美国黑人的不平等的批判观点/意识。关于幽默的文献充满了心理学的解释。我们对社会学解释更感兴趣。我们发现，当学生解读旨在作为大学讨论种族不平等问题的跳板的喜剧材料时，他们会关注社会因素。这些因素包括教室的多样性或混合性；喜剧/讽刺表演中的社会、文化、历史和/或语言背景；以及喜剧演员和喜剧演员笑话的笑柄的种族/民族身份。交叉身份也可能在视频剪辑中边缘化和主导群体成员的看法中发挥作用。更具体地说，学生们更能容忍黑人喜剧演员轻率地取笑黑人角色/问题或批评，主导群体成员和结构是种族不平等的根源，特别是影响美国黑人的不平等。对此类社会因素的适当关注可以为喜剧/讽刺材料奠定基础，以促进阅读世界，帮助学生更加反思社会/种族不公正。