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Digital communication and social networking continue to evolve as user demand increases. While much of the research examining motivations for social media focuses on Facebook, different social networking platforms offer a variety of features and uses increasing demand for continued research on motivations for use of social media platforms. Instagram includes a uniquely visual presentation style when compared to Facebook and emphasizes public connections rather than known social connections, so motivations for use of this platform may differ. The current research examined motivations for Instagram use, in general, focusing on the public affirmation aspects of this platform, as well as examined how this platform may affect motivations to connect with those in close relationships. Instagram use produced greater feelings of sadness when these public affirmation needs were not met. In addition, when close relationship needs were not met, feelings of sadness also increased. This research contributes to the existing literature on social networking site use and highlights unique motivations for use of the Instagram platform.

Background Research examining STEM fields has identified barriers for traditionally marginalized groups pursuing these fields including a lack of representation and adequate role models. Objective Grounded with Minority Stress Theory (MST), the current study examines if a lack of inclusivity in typical course materials could create minority stress for two distinct marginalized student groups: racial and ethnic minority students (REM), and gender and sexual minority students (GSM). Method Students were presented several questionnaires to understand their perceived representation of similar others in typical course materials, along with measures examining typical stress responses including feelings of belonging and rumination. Results Results indicate that traditionally marginalized groups perceive less representation in course materials, feel less belonging and comfort in academic spaces, and suffer from more rumination. Conclusion As demonstrated in this study, underrepresented minority (URM) students experience a disadvantage in education in terms of feelings of belonging and representation, which can lead to increased rumination. Teaching Implications In STEM fields, course materials need to include more representation for URM students to reduce the stress that can result from this lack of exemplars.

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