BlackGirlMagic: Using multiple data sources to learn about Black adolescent girls’ identities, intersectionality, and media socialization

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 medi...

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Bibliographic Details
Published in:Journal of social issues 2021-12, Vol.77 (4), p.1282-1304
Main Authors: Rogers, Leoandra Onnie, Butler Barnes, Sheretta, Sahaguian, Lily, Padilla, Dayanara, Minor, Imani
Format: Article
Language:English
Subjects:
Adolescent girls
Black people
Data
Ethnic identity
Gender identity
Girls
Identity formation
Intersectionality
Mass media
Oppression
Racial identity
Racial socialization
Social media
Social networks
Socialization
Teenagers
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Summary: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.
ISSN:0022-4537
1540-4560
DOI:10.1111/josi.12483