Democratic Education Online: Combating Racialized Aggressions on Social Media

Gin, Kevin; Martínez‐Alemán, Ana M.; Knight, Sarah; Radimer, Scott; Lewis, Jonathan; Rowan-Kenyon, Heather T.

doi:10.1080/00091383.2016.1170531

Cited by 8 publications

(12 citation statements)

References 5 publications

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“…The implication of encountering racist imagery online has led to consequences for Black students such as harboring a negative view of campus and exhibiting higher levels of school‐related stress (Tynes, Rose, & Markoe, ). Gin, Martínez Alemán, Knight, Lewis, Radimer, & Rowan‐Kenyon () corroborate early research findings on online racial aggressions.…”

Section: Campus Social Experience and Cocurricular Learningsupporting

confidence: 63%

Social Media in Higher Education

Rowan-Kenyon¹,

Alemán²,

Gin³

et al. 2016

ASHE Higher Education Report

Self Cite

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Section: Campus Social Experience and Cocurricular Learningsupporting

confidence: 63%

Social Media in Higher Education

Rowan-Kenyon¹,

Alemán²,

Gin³

et al. 2016

ASHE Higher Education Report

Self Cite

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“…Technology is serving as a medium through which sociopolitical messages, images, and violence toward Black people—shown daily and throughout the day—invade the dorm rooms, classrooms, and other common spaces students reside (Tynes et al, 2013; Tynes et al, 2019). These students are subjected to trauma material through the medium of technology in spaces that may have been historically considered safe, and thus experience the effects of trauma vicariously by observing traumatic incidents in social media or news outlets (Gin et al, 2016; Huesmann & Taylor, 2006; Tynes et al, 2019). Using systemic trauma as a lens helps emphasize these contextual factors, as they may amplify the experience of racism and traumatic stress even as an indirect or vicarious recipient (Bryant-Davis & Ocampo, 2006; Bryant-Davis & Ocampo, 2005).…”

Section: Systemic Trauma and Black Studentsmentioning

confidence: 99%

Conceptualizing racism through a systemic trauma lens: Impacts on Black college students.

Williams¹,

Walker²,

Wyatt³

2022

Journal of Psychotherapy Integration

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Systemic trauma is a perspective that extends the traditionally narrow view of trauma into a framework that includes systems, institutions, and contextual factors into the conceptualization of trauma. This framework captures the effects of racism, systemic barriers (e.g., racial climate, cultural mistrust, stereotype threat), and contextual factors (e.g., technology, social media) as these mechanisms inform experiences of trauma for marginalized populations. Some scholars argue that there is a need for research that conceptualizes sy/stemic racism as a way to capture the intensity of the corresponding stress and to draw attention to the impact of cumulative, vicarious, and intergenerational effects. Conceptualizing racism through the lens of systemic trauma provides an opportunity to enhance how we understand the impacts of racism, as it encompasses contextual factors that amplify Black Americans’ experiences in the current sociopolitical climate. This article highlights Black students’ experiences of racism, the manifestation of trauma symptoms, systemic barriers, and contextual factors that amplify such experiences and possible effects on their psychological and academic functioning. In this theoretical article, systemic trauma is used as a framework to conceptualize racism, describe how Black students experience systemic trauma, offer a case illustration, and provide clinical interventions and suggestions that foster transformation and posttraumatic growth.

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“…Electronic communications allow information to flow quickly and, in some cases, anonymously, and once sent, leave a record that can be difficult or impossible to erase. Alarmingly, racial and other forms of aggression on college campuses are regularly perpetrated and documented through various online platforms (Cole & Harper, 2017; Gin et al, 2016; Tynes et al, 2013). Despite this, little research exists about the role of technology in campus climate.…”

Section: Campus Climatementioning

confidence: 99%

Physical and digital spaces: The intersection of campus climate and technology.

Munger¹,

Ritchie²,

McAdam³

et al. 2023

Journal of Diversity in Higher Education

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Although models of campus climate for diversity exist, there is little research about the role of technology in campus climate. The present study investigated how technology, such as digital devices, digital literacy, digital mediums, and digitally mediated communication, function in relation to campus climate among students who are Black, Indigenous, and People of Color at a Predominantly White Institution using data from in-depth interviews. Specifically, lacking access to digital devices or training for how to use the type of technology used in classes (i.e., digital literacy) can be a barrier to inclusion in interactions in classrooms and online. However, technology can also be a tool that supports social and academic interactions. Digitally mediated communication can mirror or amplify prejudice, discrimination, and marginalization occurring in physical spaces in digital spaces. Finally, digitally mediated communication can enable students to connect to the institution and readily identify and compare institutional responses to racist events on campus and draw conclusions about institutional values and priorities. Directions for future research and the implications for institutions of higher education are discussed.

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Democratic Education Online: Combating Racialized Aggressions on Social Media

Cited by 8 publications

References 5 publications

Social Media in Higher Education

Social Media in Higher Education

Conceptualizing racism through a systemic trauma lens: Impacts on Black college students.

Physical and digital spaces: The intersection of campus climate and technology.

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