Supporting Marginalized Youth Through Critical Engagement with Social Media

A topic that has come up multiple times through my work in this course is the role of social media in the middle school classroom. To be honest, both my students and I spend more time engaging with platforms like TikTok, Instagram, and YouTube than we’d probably like to admit. For a long time, I viewed social media mostly in a negative light. I saw it as a source of distraction, pressure, and comparison. Recently, however, my perspective has expanded. I recognize that social media can also be a space for building identity, connection, and self-expression. It offers a platform for people to tell their stories and engage with the experiences of others. 

That said, the risks of social media should not be overlooked. Social media algorithms often operate with bias, sometimes amplifying harmful messages or reinforcing stereotypes. This is especially dangerous for marginalized groups who already face limited positive representation within mainstream media. It is increasingly important to incorporate this topic into the education of today’s youth. Students must learn how to critically analyze what they see online and understand how to use these platforms responsibly. 

For my final project, I will be researching how educators can support marginalized students by helping them recognize and challenge harmful content on social media, as well as create content that celebrates their identities and encourages positive change. This work has real, practical relevance to my classroom. I want to lead students in meaningful conversations about digital identity, content creation, and online citizenship, and empower them to use their voices to create change. 

Annotated Bibliography

Anderson, K. M., & Mack, R. (2019). Digital storytelling: A narrative method for positive identity development in minority youth. Social Work with Groups, 42(1), 43–55. https://doi.org/10.1080/01609513.2017.1413616

This article explores how digital storytelling can serve as a therapeutic and educational method for fostering identity development in minority youth. The authors highlight the benefits of narrative creation in affirming cultural identity and increasing self-efficacy. This source provides strong support for the value of storytelling as a tool for empowerment and representation, especially in educational or community-based settings.

Coenraad, M. (2022). “That’s what techquity is”: Youth perceptions of technological and algorithmic bias. Information and Learning Science, 123(7/8), 500–525. https://doi.org/10.1108/ILS-03-2022-0024

Coenraad investigates how youth perceive technological and algorithmic bias in digital platforms, drawing attention to issues of equity and awareness in technology use. The article includes student perspectives and emphasizes the need for critical media literacy in addressing these challenges. This source is useful in illustrating the “cons” of digital spaces, such as algorithmic bias and unequal representation, especially for marginalized youth.

Govender, N., & Farrar, J. (2023). Introduction to critical literacies & social media. English in Education, 57(4), 252–261. https://doi-org.sunyempire.idm.oclc.org/10.1080/04250494.2023.2268401

This article offers a conceptual introduction to critical literacies in the context of a post-truth digital age. The authors argue for the importance of teaching students to critically engage with social media, especially in navigating misinformation, algorithmic filtering, and identity politics. It is a foundational text that supports the need for critical digital literacy education and aligns with themes of youth identity and media use.

Kellner, D., & Share, J. (2019). The critical media literacy guide: Engaging media and transforming education. BRILL.

Kellner and Share provide a comprehensive guide to implementing critical media literacy (CML) in schools. The book outlines theoretical foundations, practical strategies, and social justice implications of teaching students to question media power structures. This work is a key resource in framing the educational argument that schools must prepare students to critically analyze and engage with digital media, including social media platforms.

Li, M. (2024). TikTok and Black political consumerism: Investigating how TikTok use is linked to Black Americans’ activism and identity. Journal of International and Intercultural Communication, 17(2), 145–171. https://doi.org/10.1080/17513057.2024.2320928

Li examines how Black Americans use TikTok as a space for political activism and identity construction. The article provides empirical evidence of how social media can empower marginalized groups to share stories, build community, and influence social discourse. It reinforces the potential of platforms like TikTok to support identity development and civic engagement while acknowledging the complexities of algorithmic visibility and cultural representation.