Amplifying Belonging: A Critical Amplification Methodology of Media Discourses on Girls in Education, Migration, and STEM

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Abstract

This study applies Critical Amplification Methodology (CAM) to analyze how media discourses on girls—particularly at the intersections of race, migration, and STEM education—are constructed and contested across newspapers and social media platforms. Drawing on articles from major U.S. outlets and user responses on Facebook and X, we examine how public discourse either amplifies or erases narratives of belonging and educational equity. Findings reveal gendered patterns of engagement, with men often fragmenting or derailing equity-focused narratives, while women more frequently affirm or resolve them. CAM offers a multi-platform approach to studying narrative flow, power, and resistance. The study provides implications for educators, researchers, and policymakers seeking to navigate and reshape public discourse toward more just educational futures.

Authors

• Aaminah Norris, California State University - Sacramento

• Maha Elsinbawi, California State University - Sacramento

• Leena A. Jackson, California State University - Sacramento