A central theme that reoccurred in Dubrofsky’s analysis was racist ideology and how it organized and perpetuated the power structure in the world of Glee relating to whiteness (Carol & Henry , 2010). The dominant ideology of race more specifically white race, became embedded in everyday cultural practices. Dubrofsky’s article focuses too heavily on the downplay of racism between characters and racist tropes and neglects the exposure and affects of whiteness viewers will unintentionally observe. The idea of assimilation and integration is illustrated in various ways where whiteness is used as a platform to gain acceptance, produce opportunities and establish success. Throughout the first two seasons of Glee Mercedes’ role was a typical stereotypical Black person being “…undisciplined, unrefined, primitive, exotic, inappropriately sexual, emotional and unstable” (Banjo & Fraley, 2014). Furthermore the notion of attaining recognition and success is only exemplified once Mercedes has whitened herself via her appearance, behavior and disposing her urban inflictions. When Mercedes auditions for her play post “whitening” the judges are impressed “…with talk of how she is finally showing she has what it takes to be a star” (Dubrofsky, 2013).

Dubrofsky’s article is deprived of collective wholeness in ignoring other characters in the show and their racial experiences and challenges in regards to white privilege. The article can be improved by including other characters that exist within Glee of other racial backgrounds such as Tina Cohen-Chang. These characters may exemplify the “lessors” in society through racial tropes, elaborating on the concept in an article analyzing Rush Hour 2 where comedy is used as a gateway to reinforce stereotypes allowing racial inequality to be an accepted normative (Park, Gabbadon, & Chernin, 2006). Comedy tends to be given a different