Abstract
ABSTRACT YouTube is popular among early adolescents who engage with the platform, in part, to explore and express their identity. Yet very little is known about the ways in which early adolescents approach representation and identity expression on YouTube with a critical lens. This qualitative study details an in-school media literacy program conducted with a sample of 54 sixth graders (ages 11 and 12) from a public elementary school in New England, USA, on the topic of gender and media. Data stem from a homework assignment in which students are asked to observe and analyze gender expression and representation on YouTube. The findings show a range of interpretations of the people and content encountered on the site, including interpretations characterized as gender-stereotypical as well as counter-stereotypical by the students. Some comments from students speak directly to the implications of user-generated content for gender expression and representation.
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