We Found Our Voices on Social Media: Transformative Education Through Facebook Support

• In Event: Supporting transformative education through technology

Proposal

Adult post-secondary students who are estranged from their parents (APSEPs) face a high degree of societal oppression and stigma (Jones-Devitt et al., 2020; Marvell & Child, 2023). A marginalized community can be defined as a group of individuals whose voice has been excluded from political, economic, and/or social spheres and exists on the margins of governmental protection and societal support (Bedeley et al., 2019). Social media has enabled marginalized groups to connect through the use of chats, discussion forums, and other modes of digital communication which has resulted in international levels of support and improved well-being, away from societal criticism (Bedeley et al., 2019; Devito et al., 2019; Van Duyn, 2020). In an age of digital hyperconnectivity, estranged adults have found support that is absent in the physical world (Brubaker, 2022). For example, the authors of the paper have connected through Estranged and Thriving, a Facebook group for APSEPs.
As a result, this population has turned to social media platforms such as Facebook, X, and to a lesser extent Instagram, which has provided marginalized communities with an opportunity to connect with others who have shared experiences to build a sense of community (Devito et al., 2019; Bedeley et al., 2019; Laor, 2022; Van Duyn, 2020). Peer support through Facebook groups has been associated with improved well-being, reduced social isolation, autonomy, and better access to relevant information (Devito et al., 2019; Prescott et al., 2020).
The hidden curriculum within education centers around core values of hard work, self-efficacy, personal responsibility, and reliance on traditional support networks such as family (Buttle, 2019; Costa et al., 2020; Jones-Devitt et al., 2020; Smit, 2012). APSEPs face a high degree of societal stigma surrounding the absence of family support networks (Costa et al., 2020; Hauari et al., 2019; Marvell & Child, 2023; ScotCen Social Research 2022; Smit, 2012). Family is viewed as an unbreakable, positive bond that is consistent throughout an individual's lifespan (Costa et al., 2020; Frost et al., 2015; Kendig, 2023; Van Holen et al., 2020). The pursuit of post-secondary education can be stressful, especially in the absence of higher socioeconomic status and family support (Lisnyj et al., 2021; The Scottish Government 2022). Students who are estranged from their parents are more likely to drop out of post-secondary education due to financial hardships and/or require additional time to complete degrees and/or assignments (Bland, B. 2018; Costa et al., 2020; The Scottish Government, 2022). Educators could play a vital role in providing support to this marginalized population. However, research indicates that both educators and therapists lack knowledge of family estrangement and may inadvertently cause re-traumatization (Blake et al., 2020; Blake et al., 2023). This projects seeks to highlight reasons that authors and others have turned to online groups for support and validation. Through trauma-informed compassionate training, educators can become advocates for this voiceless population.

Theory. Tardy’s (1985) model of social support allows for the exploration of different types of social support that can extend to virtual spaces such as online support groups. Support within this model is classified as 1. Emotional, 2. Informational, 3. Instrumental, and 4. Appraisal (support that is seen as valuable to the receiver) (Dioh et al., 2023; Rodríguez-Fernández et al., 2021; Tardy, 1985). For the purposes of this research, we have chosen to focus on emotional and informational support.
Methodology. This collaborative auto-ethnographic draws on our experiences as educators who have chosen to disconnect from our parents. To inform our research, we draw on Arnold & Norton’s (2021) notion of collaborative autoethnography. Van Manens (2018) asserts that through research into our lived experiences, we gain deeper insights into what it means to live as a member of a particular community which leads to a greater sense of empathy, understanding, and ways of interacting with the physical and digital worlds. Lived experiences are situated within the temporal, reflective, physical, and digital realms of meanings given to past experiences (Van Manen, 2018). As a team, we analyzed similarities between our lived experiences to determine a set of common themes (Arnold & Norton, 2021). The overarching question to inform this research was: What emotional and experiential benefits do we as survivors of abuse receive from participating in a digital support group?
Results of this study indicate that the group became a valuable resource offering a sense of community and understanding that was often nonexistent in other social realms. Our results are supported by Devito et al., (2019), Bedeley et al., (2019), Laor, (2022), and Van Duyn, (2020) who indicate that marginalized communities turn to online groups due to an absence of support in the physical world. We used the Facebook group to elicit practical advice on how to navigate familial situations, emotionally challenging experiences, and negative interactions with educators and therapists, and connect with other people who have had similar lived experiences. The group fosters a supportive environment where everyone feels heard and validated. As academics, the authors have connected through Facebook to advocate for future generations, including students in higher education, by providing online support to empower members to make informed decisions and feel more confident in their roles and educational journeys. There is no known support network for APSEPs and members of this population often refrain from seeking support due to harsh criticisms and denial surrounding their lived experiences with family estrangement. Thus, virtual support plays a critical role in the educational attainment, growth, and development of this vulnerable population.

Authors

• Jen Hinkkala, McGill University

• Fara Nizamani, Odyssey Consulting & Training

• Cristi A Hall, Caravel Autism Health

• Alexandrea Fortin, Tighe and Bond