35 The Communication Review, 7:35–55, 2004 Copyright © Taylor & Francis Inc. ISSN: 1071-4421 print DOI: 10.1080/10714420490280189 Staying True to Disney: College Students’ Resistance to Criticism of The Little Mermaid CHYNG FENG SUN New York University, New York, USA ERICA SCHARRER Communication Department, University of Massachusetts at Amherst This article discusses the implementation of a media literacy program in a college classroom in the form of an extended critique and analysis of Disney's The Little Mermaid. Students' decoding of Disney's messages and their resistance to critique of the film are analyzed using four areas of research: audience research, media literacy, critical pedagogy, and psych- ology's cognitive dissonance theory. Disney films, for many, are an important part of growing up. Due to the duration of the Disney legacy of economic success, children and adults alike have mem- ories of viewing Disney films that have become intertwined with the experience of childhood. Yet, much research exists that points to troubling Disney ideologies (Giroux, 1999; Smoodin, 1994), and problematic portrayals of gender roles (Cuomo, 1995; Hoerrner, 1996; O’Brien, 1996; Sells, 1995), racial stereotypes (Buescher & Ono, 1996; Nodel, 1997), and violence (Newberger, 1994). A growing number of educators are raising these issues in media literacy settings to Dr. Chyng Feng Sun is a Master Teacher in Media Studies at Paul McGhee School, Continuing Education and Professional Studies, New York University. This research project inspired her to produce the video Mickey Mouse Monopoly: Disney, Childhood and Corporate Power in 2001, distributed by Media Education Foundation. Dr. Erica Scharrer is an Assistant Professor in Communication at The University of Massachusetts- Amherst. The authors thank Dr. Susan Cocalis and her students for their participation in the study presented here. Address correspondence to Chyng Feng Sun, E-mail: chyngs@aol.com