Immigrant-Origin Youth Reimagining Civic Engagement on Social Media

• In Event: Poster Session 14
  In Poster Session: PS 14 Topic -Diversity, Equity & Social Justice

Abstract

Youth are increasingly utilizing social media platforms for civic engagement. Immigrant-origin youth, who comprise one-quarter of youth in the U.S., may civically engage on social media in ways that reflect their unique sociocultural histories, multifaceted identities, and experiences as immigrants (Seif, 2011; Terriquez & Lin, 2020). This study explored how a sample of immigrant-origin youth harnessed Twitter for civic engagement over a six-month period, spanning increasingly xenophobic rhetoric during COVID-19 and a surge in participation in the Black Lives Matter movement.

This study used an inductive qualitative approach to analyze over 2,200 Twitter posts. The sample included 30 participants (18-23 years old; 60% female) who identified as immigrant-origin, representing 18 countries. A novel recruitment method was used to identify youth through Twitter. Using a passive consent process, researchers took screenshots of each participant’s posts related to civic engagement from January to June 2020. Themes emerged through inductive coding informed by sensitizing concepts. Interviews will be conducted with 15 participants to explore findings and member check emergent themes.

The first emergent theme was youth’s participation in re-imagining civic identity and engagement. Youth integrated their multifaceted identities (e.g. immigrant, gender, student) into current events, like an indigenous Central American participant who compared criticism of protestors toppling monuments with the border wall toppling ancient Saguaro cactuses. They also wove their ethnic and regional identities into popular U.S. cultural touchstones, such as a Filippina American participant who posted a photo of people in the Philippines mourning Kobe Bryant’s death.
A major emergent theme was youth engaging in critical analysis of social and political issues. This broad theme encompassed challenging history taught in school, highlighting structural issues like racism, and calling out specific instances of injustice such as police brutality during the Black Lives Matter protests. Critical analysis often overlapped with participants’ identities, like an Asian American participant who called out anti-Asian racism in media coverage during COVID-19.
A third theme was youth’s use of Twitter for psychopolitical empowerment and resistance. From celebrating the accomplishments of their ethnic or regional community to discussing stigmatized topics like mental health, participants created space for empowerment and wellbeing. Participants celebrated political victories, like the DACA decision in June, and the collective power of youth in leading social and political change.
Finally, participants practiced allyship and engaged in individual and collective action. During COVID-19 and the Black Lives Matter protests, participants’ posts reflected solidarity with others, often weaving their own identities and experiences into their allyship. For example, an El Salvadoran American participant encouraged the Latinx community to confront internalized racism. Participants took collective action in a variety of ways including sharing petitions, using political hashtags, and encouraging their peers to vote.

These results contribute to a growing body of literature on how immigrant-origin youth are utilizing social media for political and social change. Moreover, the study’s novel methodology and focus on civic engagement during this period in U.S. history furthers scholarship on how young people are grappling with issues of critical importance for society’s future.

Authors

• Sara Wilf, University of California - Los Angeles
  Presenting Author

• Elena Maker Castro, University of California Los Angeles
  Non-Presenting Author

• Laura Wray-Lake, University of California - Los Angeles
  Non-Presenting Author