The Use of Technology for Social Connectedness Among Racially/Ethnically Minoritized Adolescents

• In Event: Technology-Facilitated Youth Development

Abstract

This study explores the role of technology use for social connectedness among adolescents, focusing on the impact of racial/ethnic identity and school-level racial/ethnic composition. Data were collected from 5,002 students in grades 6-12 from 27 schools in the United States. Results from linear mixed model analysis reveal no significant main effect of race/ethnicity on social connectedness. However, school-level racial/ethnic composition significantly moderates this relationship (β = -0.390, p = 0.007), indicating that the impact of racial/ethnic identity on technology use for social connectedness varies across schools. Further research is needed to explore the specific dynamics of technology use in different school environments to support the psychosocial needs of adolescents, particularly those from minoritized backgrounds.

Author

• Maneeza Dawood, Stanford University