‘I need somebody to hear me’: YouTube and identity expression of biracial individuals

Patterson, Ashley

doi:10.1080/2005615x.2017.1313020

Cited by 13 publications

(16 citation statements)

References 17 publications

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“…In the previous New Directions volume on biracial and multiracial students, Shea Gasser (2008) began asking how Internet technologies might impact Multiracial identity and sense of self. Though the body of scholarly work remains rather limited, emerging researchers have continued this line of inquiry to explore the online lives of Multiracial students (Betancourt, 2018; Ingram et al., 2014; Patterson, 2017). As the sample size is small, initial findings have varied outcomes, which presents opportunities for future research.…”

Section: Experiences Of Minoritized and Multiracial Students Onlinementioning

confidence: 99%

“…Some scholars have found Multiracial students use social media to connect with and create community with others (Ingram et al., 2014; Patterson, 2017). Ingram et al.…”

Section: Experiences Of Minoritized and Multiracial Students Onlinementioning

confidence: 99%

“…The researchers asked only one question about students’ use of the Internet and social media to connect with “other multicultural” people, and the majority of students (64.4%, n = 123) reported “sometimes” or “often/always” doing so. Patterson (2017) explored how Biracial people used YouTube for personal identity expression. Using critical discourse analysis, Patterson reviewed 46 videos from 39 unique users who referenced their experiences with educational contexts.…”

Section: Experiences Of Minoritized and Multiracial Students Onlinementioning

confidence: 99%

“…When Multiracial students are empowered to amplify their voices using online media, they can claim agency of their personal and group Multiracial narratives. Social media, in particular, can be harnessed for their powers of self‐expression, as demonstrated by the participants in Patterson's (2017) work who shared their personal stories in videos. Creating digital content about their Multiracial identities and experiences is an act of creating critical stories and counterstories that validate and affirm Multiracial existence.…”

Section: Implications For Student Affairs Research and Practicementioning

confidence: 99%

See 3 more Smart Citations

Being multiracial in a virtual society: Seeking community and exploring identity

Luna

2021

New Drctns for Student Srvcs

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Section: Experiences Of Minoritized and Multiracial Students Onlinementioning

confidence: 99%

“…Some scholars have found Multiracial students use social media to connect with and create community with others (Ingram et al., 2014; Patterson, 2017). Ingram et al.…”

Section: Experiences Of Minoritized and Multiracial Students Onlinementioning

confidence: 99%

Section: Experiences Of Minoritized and Multiracial Students Onlinementioning

confidence: 99%

Section: Implications For Student Affairs Research and Practicementioning

confidence: 99%

See 2 more Smart Citations

Being multiracial in a virtual society: Seeking community and exploring identity

Luna

2021

New Drctns for Student Srvcs

View full text Add to dashboard Cite

show abstract

“…One of the components of the YouTube data that influenced my commitment to its use was that the digital platform the site provides gives users the opportunity to share ideas and comments they may not choose to share in their offline worlds (Patterson, 2017). Thus, in the cases of at least some informants, I could witness a level of intimacy and sharing that we may not have achieved in a face-to-face interview.…”

Section: Tension 1: Getting To Know My Informantsmentioning

confidence: 99%

YouTube Generated Video Clips as Qualitative Research Data: One Researcher’s Reflections on the Process

Patterson

2018

Qualitative Inquiry

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The ever-developing arena of social media blurs lines separating public and private spheres. Voluntary usage of social media platforms transforms users’ personal and sometimes private imaginings into publicly accessible artifacts. The entanglement of these two domains demands society’s consideration as policy makers, employers, and qualitative inquirers contend with making meaning of messages initiated within the social media sphere in a world extending beyond it. In this article, I reflect on interplay with a subset of data from my dissertation featuring transcripts pulled from YouTube videos posted by self-identified biracial individuals. As I attempted to instill dialogic properties into what could have been unidirectional interactions, I confronted several challenges. I managed pressures of simultaneous allegiances to my research goals and to the integrities of my informants who were not aware that they were informing me. This article provides insight into navigating these tensions, which are necessary and, to date, too scarcely available.

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“Bold of them to assume I want to wait until I'm older to do what I love:” One teens' activism and civic engagement online

McDaniel

2024

J Adolescent & Adult Lit

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This paper explores the social media literacies of Dakari, a 16‐year‐old Black teen reader, writer, and activist, within a broader 3‐month multi‐case study on diverse teens' online literacies. The focus is on Dakari's multimodal literacy practices related to social justice activism and civic engagement. The study highlights how social media platforms empower youth, exemplified by teens like Dakari who utilize these spaces to influence culture, practice critical literacies, and establish civic identities. Examining Dakari's case, three key themes emerge: (1) addressing systemic racism, (2) driving change as a content creator, and (3) challenging the idea that one must wait until adulthood to make a difference. The study highlights the transformative potential of youth of Color's social media literacies, suggesting a reimagining of educators' roles to recognize and respect teens' online literacies while fostering youth identity and political engagement. It is imperative to reshape teaching methods for justice and social change in the digital age. This involves supporting student literacy development and acknowledging the timely language and literacies of youth in social media contexts.

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‘I need somebody to hear me’: YouTube and identity expression of biracial individuals

Cited by 13 publications

References 17 publications

Being multiracial in a virtual society: Seeking community and exploring identity

Being multiracial in a virtual society: Seeking community and exploring identity

YouTube Generated Video Clips as Qualitative Research Data: One Researcher’s Reflections on the Process

“Bold of them to assume I want to wait until I'm older to do what I love:” One teens' activism and civic engagement online

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