Online Experience Research Articles

Diverse social media experiences and adolescents' depressive symptoms: the moderating role of neurobiological responsivity to rejected peers.

Adolescents' experiences with social media are complex and can impact their mental well-being differently. Our study aimed to understand how neurobiological sensitivities may moderate the association between different social media experiences and depressive symptoms. In a multiwave study, 80 adolescents (Mage = 13.06, SD = 0.58) took part in an functional magnetic resonance imaging task designed to gauge the neural responses when viewing accepted and rejected peers within their own social networks (Wave 1). We also collected self-reported measures of positive (digital social connection) and negative (digital pressure) experiences on social media and depressive symptoms (Waves 2 and 3). Our findings revealed that there were no significant associations between digital social connection, digital pressure, and depressive symptoms 1 year later. However, the association between digital social connection and depressive symptoms was moderated by neural responsivity. Specifically, for adolescents with reduced sensitivity to their rejected peers in the ventral striatum, right temporoparietal junction, and ventromedial prefrontal cortex, digital social connection was associated with reduced depressive symptoms 1 year later. These results emphasize the importance of individual differences in how adolescents' brains respond to rejected peers in shaping the impact of online experiences on their mental well-being.

Information Seeking and Sharing Among LGBTQ University Students: Dynamics Within LGBTQ Communities on Social Media

In my dissertation research, I investigate the nuanced dynamics between LGBTQ university students and social media platform design, identifying the facilitators and obstacles they encounter while seeking and sharing information in online communities. This study serves a dual purpose: to explore the information-seeking and sharing experiences of LGBTQ students on social media, and to analyze platform design aspects that either enhance or hinder these information behaviors. By addressing both elements, the research aims to provide a holistic understanding of information practices within LGBTQ online communities and offer actionable recommendations to improve social media design, fostering a supportive environment for LGBTQ students. Adopting an exploratory mixed-methods approach, I employ both qualitative methods (i.e., initial interviews, diaries, and follow-up interviews) and quantitative method (i.e., online survey questionnaires) to collect data. Integrating qualitative and quantitative methods ensures a thorough exploration of the topic, offering nuanced insights into LGBTQ students’ online experiences. The dissertation holds both theoretical and practical significance. It advances our understanding of LGBTQ students’ information behaviors within online communities and examines the interplay between social media platform features and these behaviors. Practically, the research provides valuable insights for LGBTQ organizations, community administrators, and social media developers. By addressing the unique information needs of LGBTQ students and enhancing social media platform design, this study facilitates the creation of inclusive, supportive, and user-friendly online environments for LGBTQ individuals.

Online examinations: Factors that impact student experience and perceptions of academic performance

Online examinations are an increasingly common feature of higher education. Research in this area often focuses on academic integrity without exploring student experience in online examinations more broadly. With increasing use of online examinations and associated security measures, there is a plausible risk that the platform, examination conditions and measures to achieve assessment security may have a negative impact on student experience, well-being and performance. This paper reports on a large-scale survey conducted in 2021 and 2022 at a large metropolitan university in Australia. Analysis of 13,751 completed surveys revealed that the majority of students perceived their overall online exam experience positively. However, a thematic analysis of 5,213 optional open-ended responses provided a more detailed understanding of the range of positive and negative influencing factors and their consequences. Many of the issues negatively impacting student experience were related to the assessment design, rather than the assessment platform or exam security. The findings also revealed implications relating to platform functionality, personal technology and exam conditions, including location of exam, and preparation and support. Implications for practice or policy: Academics need to consider the quality and appropriateness of assessment design, as these affect the extent to which students experience online exams positively and are largely independent of the exam and security systems. Institutions can reduce the wide range of negative impacts through improved communication and in-exam support. System developers can iteratively ameliorate negative impacts through investigating student experience and involvement of students in the co-design of assessment platforms.

The impact of “kidfluencers” on the cultural identity of Kuwaiti middle school students: A parental perspective

In the digital age, “kidfluencers,” or child influencers, have emerged as significant figures in shaping the online experiences of children. This study explores their impact on the cultural identity of Kuwaiti middle school students, as perceived by their parents. Employing a quantitative research design, the researchers collected data via questionnaire from a random sample of 383 parents. The findings reveal the substantial perceived impact which kidfluencers have on various aspects of cultural identity for Kuwaiti middle school students. Notably, they have a significant effect on language acquisition, leading students to adopt non-Kuwaiti vocabulary and slang prevalent in online kidfluencer content. Additionally, kidfluencers affect moderate influences over cultural values, moral beliefs, national identity, and traditions amongst students. This study underscores the need for a nuanced understanding of the multifaceted powers which kidfluencers can wield, thus helping inform educational strategies and parental guidance for the online era.

You Do You[Tube]!The multifaceted roles of online video viewing in the lives of U.S. children

Guided by uses and gratifications theory, the current project invited parents (N = 358) to submit YouTube videos (N = 973) recently viewed by their children aged 0 to 8. Parents rated each video for its perceived impact on their child, while coders evaluated each video for its content. Results indicated that in-depth educational lessons were rare in these videos, and potentially harmful depictions were common (e.g., physical aggression). Despite these issues, parents reported that these videos often evoked children's joy, fostered social bonding, and allowed children to explore niche interests. Some patterns varied by age, such that older (vs. younger) children viewed fewer educational videos, and they experienced fewer emotional gratifications from viewing. However, older children also viewed more videos with peers, and parents reported that those experiences facilitated peer bonding. Collectively, these findings replicate some concerning patterns found in previous research while also hinting at positive aspects of YouTube exposure that are neglected in discourse about children's experiences online.

Navigating who I was and who I am online: How people with dementia use social media platforms to support identity.

A diagnosis of dementia can have a powerful impact on identity, and social media platforms offer promising avenues for identity expression and reconciliation. Addressing limited research in this area, we used semi-structured interviews to explore how 10 people with dementia used social media to navigate their identity. Our thematic analysis produced four themes, showing how social media platforms afford unique opportunities for self-expression, visibility, and association, thereby empowering users to maintain their sense of self, challenge stereotypes, and foster community connections. Additionally, social media facilitated a multifaceted and holistic sense of identity beyond the confines of diagnosis. While there were concerns about online self-disclosure, sharing experiences of dementia had therapeutic benefits, aiding in acceptance and adjustment. Participants also leveraged social media to establish continuity between their pre- and post-diagnostic selves, providing a sense of stability amid uncertainty. With the increasing prevalence of social media use among people with dementia, proactive measures by healthcare professionals, policymakers, technology developers, and carers are required to cultivate online experiences that are safe, supportive, and inclusive of people with dementia.

Patient experience and barriers of using a mHealth exercise app in musculoskeletal (MSK) Physiotherapy.

Digital transformation has led to an abundance of digital health technologies (DHTs) readily available for Physiotherapists. In July 2020, the Physiotherapy department at a London NHS Trust implemented a mobile health (mHealth) exercise application (app), Physitrack. This service evaluation aims to evaluate patient experience and identify any barriers to using Physitrack/PhysiApp in musculoskeletal (MSK) Physiotherapy. An online experience survey was sent to 10,287 MSK Physiotherapy patients who had appointments between January 17th and April 9th 2022.The survey received 1,447 responses (response rate: 14.07%), with 954 (65.93%) respondents previously provided PhysiApp as part of their Physiotherapy management. Most participants used PhysiApp (83.06%), found it easy to use (82.20%) and had positive perceptions on how it added value to their Physiotherapy treatment through its functionality. However, negative impacts on patient-centred care and practical exercise demonstration were apparent in the qualitative results. Key barriers to use included suboptimal explanation, digital exclusion, registration/ login issues and opinion that PhysiApp was superfluous to Physiotherapy treatment. These differed to the main barriers of why participants stopped using/ used PhysiApp less: if they were confident exercising without it, their condition improved/ resolved, loss of motivation, their exercise programme ended or if they found their exercise programme was unsuitable. Despite multiple interdependent factors influencing patient experience and barriers of using PhysiApp, the survey results revealed the significant influence that is exerted by MSK Physiotherapists. The patient-physiotherapist interaction can positively or negatively impact upon many barriers of use and the subsequent potential added value of PhysiApp to MSK Physiotherapy treatment. Future research should focus on those at most risk of digital exclusion and health inequalities, exploring their barriers to using mHealth apps and other DHTs.

Diversity and Grit: First-Generation College Students in Online Degree Programs

ABSTRACT First-generation college students (FGCS) show self-determination and resilience as they seek to become the first within their families to earn a higher education degree. Colleges are beginning to recognize these strengths as they recruit and keep a diverse student population, particularly within the expanding online degree programs. For better insight into FGCS experiences online compared to students enrolled in traditional degree programs, researchers examined a secondary dataset from an anonymous undergraduate survey conducted at a 4-year public university. Among 412 survey respondents who identified as first-generation, 71 were enrolled in online degree programs. This study examines scores on the Grit-S and Social Support scales and student use of campus resources. Results highlight online students’ pattern of self-reliance over seeking outside support. They also had less connection to campus resources. Increased social support can enhance their sense of belonging to the learning community as online FGCS. Improving support for online students starts with collaboration between educators and administrators. Focusing on increasing academic confidence we can develop opportunities for online students to connect virtually with tutors, mentors, peer study groups, and faculty.

Decoding algorithm fatigue: The role of algorithmic literacy, information cocoons, and algorithmic opacity

Algorithmic technologies are dominating our online experiences, from content recommendations to personalized services. However, it also introduces a new challenge: algorithm fatigue. Algorithm fatigue describes the phenomenon where users experience mental and emotional exhaustion in prolonged interaction with algorithms. To decode this phenomenon, we explored personal and technical antecedents of algorithm fatigue and its impact on user behavior. Using data collected from 393 users of algorithm-driven applications, we identified three key drivers of algorithm fatigue: algorithmic literacy (understanding how algorithms work), information cocoons (being exposed to repetitive content), and algorithmic opacity (a lack of transparency in how algorithms make decisions). Interestingly, while greater algorithmic literacy is often thought to enhance user satisfaction, our findings suggest it actually exacerbates fatigue. Both information cocoons and algorithmic opacity also contribute to algorithm fatigue, highlighting the need for diverse content and transparent algorithm designs. Additionally, we found a strong link between algorithm fatigue and resistance behavior, with fatigued users more likely to resist algorithmic recommendations. Overall, this study suggests developers and policymakers design more user-centric algorithms that not only excel in personalization but also reduce potential fatigue and resistance in algorithmic interactions.

Pre‐service teachers' collaborative learning and role‐based drama activity in a virtual reality environment

AbstractBackgroundIn recent years, the use of virtual reality (VR) environments for education has gained interest in research and education. However, little is known about the potential of social VR environments for collaborative learning.ObjectivesThis study explores pre‐service teachers' (PSTs') collaborative learning and role‐based drama activity, focusing on their self‐created fictional avatar characters and their experiences of presence while working on a group‐based virtual drama activity.MethodsPSTs' course on environmental storytelling was used as the context of the study, in which they worked in small groups in a VR environment (AltspaceVR) from the desktop computers due to COVID‐19 restrictions. Qualitative research data were collected via questionnaire (N = 15). The data were analysed using a community of inquiry model to explore the PSTs' experiences of online presence.Results and conclusionThe results showed that the PSTs' experienced creating and acting as virtual characters as meaningful and engaging activities, and elements of presence were manifested in their reflections. Based on this case study, it can be concluded that the interactive virtual drama activity has the potential to foster the experience of presence in online learning.

The Changing Educational Landscape for Sustainable Online Experiences: Implications of ChatGPT in Arab Students’ Learning Experience

The integration of artificial intelligence (AI) into education is rapidly transforming traditional paradigms of teaching and learning. ChatGPT, an advanced AI system capable of sophisticated language generation, represents a potentially disruptive innovation in this sphere. This study employed a descriptive cross-sectional design using a cross-sectional approach to examine ChatGPT’s emerging role in reshaping students’ learning experiences within higher education. A survey of 473 undergraduate students at King Faisal University, Saudi Arabia assessed ChatGPT’s usage patterns, effectiveness, and implications across diverse learning domains. Data were collected through a structured online survey distributed over a month and analyzed using quantitative measures (i.e., SPSS). Sixty precent (60%) of the students reported using ChatGPT for homework assistance, with 27.7% doing so weekly. Additionally, 45.5% utilized it for research, 35.5% for exam preparation, and approximately 30% for language learning and content discussions. Over 60% of the students recognized moderate to significant positive impacts of ChatGPT on their academic performance, research skills, and technical competencies. However, 38.7% reported no discernible effects on critical thinking. Factor analysis identified engagement as a key pathway for ChatGPT to enrich learning, with usage strongly linked to participation and motivation. Regression analysis determined usage frequency, satisfaction, and perceived usefulness as significant predictors of ChatGPT’s academic effectiveness, evidenced by beta coefficients of 0.21 for usage frequency and 0.25 for satisfaction. The findings showcase ChatGPT’s promising versatility as an AI-powered educational tool, while emphasizing the need for ethical frameworks, balanced expectations, and holistic adoption strategies to maximize benefits and minimize risks. Further research into pedagogical integration capabilities and evolving impacts will be critical as advanced AI becomes increasingly pervasive throughout education.

PROBLEMATIC ASPECTS OF DEVELOPING APPLICATIONS FOR GENERATING AND STORING USER PASSWORDS

In today’s digital world, the security of personal data is becoming an increasingly pressing issue. Apps for storing user passwords are an important tool in ensuring the security of online accounts, but their development is not without problematic aspects. This article discusses the key challenges developers face when building these applications. Particular attention is paid to storage security, authentication mechanisms, as well as usability and integration with other services. By analyzing these issues, you can identify the main challenges and find ways to solve them, contributing to the creation of more reliable and user- friendly applications for storing user passwords. This article provides an overview of the challenges that arise when developing applications to store user passwords and provides recommendations for solving them. The article discusses such important aspects as data protection, prevention of cyberattacks, compliance with security standards, and usability for the end user. Understanding these challenges and being able to solve them plays a key role in creating trustworthy and effective applications that can provide a high level of security and convenience for users in their everyday online experience. The article describes the practical development of an application for generating complex passwords, as well as their further secure storage in an encrypted database with subsequent integration with third-party applications for more secure storage. The article is of great practical significance. Keywords: generating passwords, storing passwords, cryptography, safety, encryption.

Online collaborative PBL – The Bridge21 approach

Collaborative project-based learning is one pedagogical approach which has the potential to play a meaningful role in synchronous online teaching but its use at second level, or high school, is under-explored. This paper describes the use, in an online setting, of the Bridge21 pedagogical model for collaborative project-based learning with secondary school students. It compares the experiences of a group (N = 119) of students (aged 15–16) who, in an Emergency Remote Teaching offered during Covid, experienced the model in an online, synchronous modality with that of a group (N = 253) who participated face-to-face in the following year.Two related research questions are addressed. (RQ1) Are the Bridge to College collaborative project-based learning workshops as effective, in terms of enhancing secondary school student confidence in Transversal Skills, when delivered in a synchronous online modality as they were when delivered face-to-face? (RQ2) If so, then what are the elements of the workshops which contribute to their effectiveness?Data on improvement in student confidence in Transversal Skills show that the online experience was on a par with face-to-face offerings. Student feedback suggests that the focus on collaborative work, and the structured approach to PBL, were key factors in the success of the model in the online setting. The modifications needed to adapt the model for use online were minimal. Thus, the contribution of the paper is to provide a model for synchronous online learning, for secondary schools, which preserves the benefits arising from face-to-face collaborative PBL.

“What is your digital identity?” Unpacking users’ understandings of an evolving concept in datafied societies

Digital identity has become a central concept in understanding how people’s online presence is shaped and made sense of. Although extensively studied, the prevailing focus has been on how online identities are shaped by digital platforms or how users curate and perform these identities. How users perceive and assess this concept, however, has received comparatively less attention. In this article, we take a qualitative, user-centric approach to the meaning of digital identity, drawing on insights from 17 online focus group discussions involving 86 participants in Portugal. We identify three distinctive understandings – digital identification, self-presentation, and the datafied self – each corresponding to specific facets of users’ online experiences. Our findings underscore the multidimensionality of digital identity, highlighting its dynamic nature and potential for ongoing reinterpretation. This work contributes to the existing literature by highlighting how the concept’s ever-expanding complexity relates to people’s sensemaking practices about identity, agency, and digital platforms in datafied societies.

Adaptive safe reinforcement learning‐enabled optimization of battery fast‐charging protocols

AbstractOptimizing charging protocols is critical for reducing battery charging time and decelerating battery degradation in applications such as electric vehicles. Recently, reinforcement learning (RL) methods have been adopted for such purposes. However, RL‐based methods may not ensure system (safety) constraints, which can cause irreversible damages to batteries and reduce their lifetime. To this end, this article proposes an adaptive and safe RL framework to optimize fast charging strategies while respecting safety constraints with a high probability. In our method, any unsafe action that the RL agent decides will be projected into a safety region by solving a constrained optimization problem. The safety region is constructed using adaptive Gaussian process (GP) models, consisting of static and dynamic GPs, that learn from online experience to adaptively account for any changes in battery dynamics. Simulation results show that our method can charge the batteries rapidly with constraint satisfaction under varying operating conditions.

An Empirical Study of the Impact Digital Ecosystem on Alpha Generation Purchase Intention: From the Perspective of Flow Experience and TPB

The digital Ecosystem is a multifaceted network that includes social media, e-commerce, socio-commerce, and gaming, where each component influences the others. Social media, for instance, has fostered the growth of socio-commerce by merging social interactions with commercial activities. This research explores the dynamics within this Platform, focusing on factors that drive Purchase intentions, particularly among the Alpha Generation, who are growing up in a digital-first world. The study finds that Attitude, Flow Experience, and Subjective Norms all significantly affect Purchase intentions. Among these, Attitude is the most influential, highlighting how consumers' emotions, feelings, and beliefs shape their Purchase decisions. This is especially important for the Alpha Generation, who are deeply embedded in digital culture and highly influenced by their online experiences. The significance of Flow Experience, which refers to the enjoyment and engagement during the Purchase process, emphasizes the need for a positive shopping experience to enhance purchase intentions. Additionally, Subjective Norms, or the impact of societal expectations and social pressures, play a crucial role in consumer decision-making, particularly for the socially connected Alpha Generation. The research quantitative approach and correlational design, confirms that these factors are key determinants of Purchase intention, aligning with existing consumer behavior theories. The study's sample of 115 participants met the required criteria, ensuring reliable and valid findings.

Cyber offending in adolescence: The role of knowledge and experiences online on propensity to engage in unauthorised access

Cyber crime is a relatively new but quickly evolving crime type, and there is particular concern about the number of young people becoming involved in cyber crime, who may be at the start of a pathway into more serious and persistent cyber offending. The current study aimed to examine Computer Misuse Act (CMA) experiences and knowledge amongst secondary school pupils. Six-hundred-and-fifty-one pupils in secondary school years 10–13 (ages 14 to 18) took part in one of 29 outreach engagement sessions delivered by police officers. The sessions aimed to deter and divert young people from engaging or persisting in cyber offending and included information about the CMA and the potential consequences of committing CMA offences. Almost a third (30.6%) of pupils who took part reported that they had accessed another person's account without permission, two-thirds (62.5%) reported that they had been booted off a game previously, and 37.6% had experienced a data breech. As predicted, previous experience of online victimisation was associated with a greater likelihood of an individual going onto engage in unauthorised access themselves. Contrary to predictions, there was no association between pupils' online presence (as determined by their use of more than five online services) and engaging in authorised access. Surprisingly, better knowledge of the CMA was associated with an increased likelihood of engagement in unauthorised access. It may be that perceived risk, rather than awareness of illegality, is key, although further research is needed to confirm this. Empirical and policy implications of findings are discussed.

Social Media as a Source of Information for the Detection of Adverse Drug Reactions in Post-Marketing Surveillance: A Review

INTRODUCTION. With the development of the Internet and the increasing availability of social networks and fora, patients have received an opportunity to share their medication experiences online. According to the guidelines on Good Pharmacovigilance Practices, social media can be considered an important additional source of patient-derived information in post-marketing surveillance, but the effectiveness of their use in detecting adverse drug reactions (ADRs) is still being investigated.AIM. This study aimed to analyse the results of relevant original studies and assess the potential of using social networks and online patient fora as a source of information on ADRs associated with the use of medicinal products.DISCUSSION. Published studies indicate that posts on social networks and patient fora describe both minor and serious ADRs, including new ADRs. The relevance of social media as a source of information about the safety of a medicinal product varies depending on several factors, including the medicinal product class and time on the market, as well as the platform demographics. Young users (18–44 years) are interested in online discussions about medicinal products for mental and reproductive system disorders. Users aged 45–64 years tend to discuss the use of medicinal products for chronic pain (including muscle pain), menopause, and gastritis. Discussions among users over 65 years old predominantly focus on medicinal products for diabetes, heart conditions, and muscle pain. People are much more likely to describe ADRs associated with the use of medicinal products for orphan diseases and cancer on fora for patients than on social networks in general, and vice versa for ADRs associated with the use of medicinal products for mental disorders. In addition, social media may be of interest as a source of information about cases of overdose, misuse and off-label use of medicinal products, and use of medicinal products during pregnancy and lactation.CONCLUSIONS. Social media can be a source of valuable information about the safety of medicinal products and the impact of ADRs on the quality of patients’ lives. Marketing authorisation holders can obtain new information about the safety of medicinal products by extending their safety monitoring strategies to include social media. Nevertheless, since the relevance of a particular social network or patient forum for the detection of ADR cases varies considerably, a preliminary assessment is necessary to ascertain the presence of information on the medicinal product of interest.

Impact of peer-to-peer online experience on cultural tourism marketing

Peer-to-peer (P2P) online experience offers low-cost immersive cultural experiences, but enterprises fear that it will negatively affect local tourism marketing. This study proposes a sequential mediation model to explore how P2P online experience stimulates travel intentions and attraction recommendations. We find that P2P online experience increases cultural presence, which in turn leads to higher situational empathy. This increased empathy then contributes to predicted tourism experience, which ultimately shapes behavioral intentions toward travel and attraction recommendations. Furthermore, the study finds that the impact of P2P online experience on behavioral intentions is stronger for consumers with lower cultural cognitive levels of tourist attractions. Our findings demonstrate the importance of P2P online experience on cultural presence and situational empathy in shaping travel behavior.

Racial and Ethnic Differences in Mobile App Use for Meeting Sexual Partners Among Young Men Who Have Sex With Men and Young Transgender Women: Cross-Sectional Study.

Young men who have sex with men and young transgender women (YMSM-YTW) use online spaces to meet sexual partners with increasing regularity, and research shows that experiences of racism online mimics the real world. We analyzed differences by race and ethnicity in web-based and mobile apps used to meet sexual partners as reported by Chicago-based YMSM-YTW in 2016-2017. A racially and ethnically diverse sample of 643 YMSM-YTW aged 16-29 years were asked to name websites or mobile apps used to seek a sexual partner in the prior 6 months, as well as provide information about sexual partnerships from the same period. We used logistic regression to assess the adjusted association of race and ethnicity with (1) use of any website or mobile apps to find a sexual partner, (2) use of a "social network" to find a sexual partner compared to websites or mobile apps predominantly used for dating or hookups, (3) use of specific websites or mobile apps, and (4) reporting successfully meeting a sexual partner online among website or mobile app users. While most YMSM-YTW (454/643, 70.6%) used websites or mobile apps to find sexual partners, we found that Black non-Hispanic YMSM-YTW were significantly less likely to report doing so (comparing White non-Hispanic to Black non-Hispanic: adjusted odds ratio [aOR] 1.74, 95% CI 1.10-2.76). Black non-Hispanic YMSM-YTW were more likely to have used a social network site to find a sexual partner (comparing White non-Hispanic to Black non-Hispanic: aOR 0.20, 95% CI 0.11-0.37), though this was only reported by one-third (149/454, 32.8%) of all app-using participants. Individual apps used varied by race and ethnicity, with Grindr, Tinder, and Scruff being more common among White non-Hispanic YMSM-YTW (93/123, 75.6%; 72/123, 58.5%; and 30/123, 24.4%, respectively) than among Black non-Hispanic YMSM-YTW (65/178, 36.5%; 25/178, 14%; and 4/178, 2.2%, respectively) and Jack'd and Facebook being more common among Black non-Hispanic YMSM-YTW (105/178, 59% and 64/178, 36%, respectively) than among White non-Hispanic YMSM-YTW (6/123, 4.9% and 8/123, 6.5%, respectively). Finally, we found that while half (230/454, 50.7%) of YMSM-YTW app users reported successfully meeting a new sexual partner on an app, Black non-Hispanic YMSM-YTW app users were less likely to have done so than White non-Hispanic app users (comparing White non-Hispanic to Black non-Hispanic: aOR 2.46, 95% CI 1.50-4.05). We found that Black non-Hispanic YMSM-YTW engaged with websites or mobile apps and found sexual partners systematically differently than White non-Hispanic YMSM-YTW. Our findings give a deeper understanding of how racial and ethnic sexual mixing patterns arise and have implications for the spread of sexually transmitted infections among Chicago's YMSM-YTW.