TY - JOUR
T1 - #BlackGirlMagic
T2 - Using multiple data sources to learn about Black adolescent girls’ identities, intersectionality, and media socialization
AU - Rogers, Leoandra Onnie
AU - Butler Barnes, Sheretta
AU - Sahaguian, Lily
AU - Padilla, Dayanara
AU - Minor, Imani
N1 - Funding Information:
The data for this manuscript were supported by research grants awarded to Leoandra Onnie Rogers (PI) from the Spencer Foundation (#201899959), and Northwestern University's Weinberg College Research Innovation Grants (W Award). The authors have no conflicts of interest to declare. The study protocol was reviewed and approved by the institutional review board and local school district research review board.
Publisher Copyright:
© 2021 The Society for the Psychological Study of Social Issues
PY - 2021/12
Y1 - 2021/12
N2 - A robust literature shows that (parental) ethnic-racial socialization (ERS) influences Black youths’ identity development. Other sources of socialization, like media, are acknowledged but scarcely represented in empirical studies. In this study, we conceptualize #BlackGirlMagic (#BGM), a social media hashtag, as a media-based ERS message and examine its association with identity outcomes among Black adolescent girls (N = 63; Mage = 16.17). Analyzing qualitative and quantitative data, we show that Black girls interpret #BGM as a message of: (a) Affirmation; (b) Societal Oppression; (c) Collectiveness; and (d) Being Seen/Heard. Furthermore, girls’ interpretations of #BGM were significantly associated with racial identity measures and the content of their racial and gender identity interviews. Implications for socialization and identity research and the study of Black girls’ development are discussed.
AB - A robust literature shows that (parental) ethnic-racial socialization (ERS) influences Black youths’ identity development. Other sources of socialization, like media, are acknowledged but scarcely represented in empirical studies. In this study, we conceptualize #BlackGirlMagic (#BGM), a social media hashtag, as a media-based ERS message and examine its association with identity outcomes among Black adolescent girls (N = 63; Mage = 16.17). Analyzing qualitative and quantitative data, we show that Black girls interpret #BGM as a message of: (a) Affirmation; (b) Societal Oppression; (c) Collectiveness; and (d) Being Seen/Heard. Furthermore, girls’ interpretations of #BGM were significantly associated with racial identity measures and the content of their racial and gender identity interviews. Implications for socialization and identity research and the study of Black girls’ development are discussed.
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U2 - 10.1111/josi.12483
DO - 10.1111/josi.12483
M3 - Article
AN - SCOPUS:85120451770
SN - 0022-4537
VL - 77
SP - 1282
EP - 1304
JO - Journal of Social Issues
JF - Journal of Social Issues
IS - 4
ER -