Human trafficking severely endangers vulnerable individuals from around the globe. Schools play an important role to educate students the potential harms of human trafficking and should become more intentional in providing support services for children who fall victim to human trafficking. The purpose of this study was to examine how preventive curricula on human trafficking can be successfully implemented in schools because of the direct connection to teaching for social justice. Under the theoretical guise of teaching for social justice, researchers reviewed current literature trends on implementing social justice curricula and current models for teaching about human trafficking. Following the qualitative research case study method, interview data, classroom observation, interval recording, and reflexive notes were collected and analyzed for salient themes to emerge. Findings from this study support the notion that anti–human trafficking curriculum can be implemented in public school settings and yield high engagement among students.

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.

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