Mindful social media usage: insight and impact from co-creating a social media mindfulness practice for young Black women
Bibliographic record
Abstract
Purpose This paper aims to identify key insights from the social media needs and experiences of target audience of young Black women (YBW) and apply principles of mindfulness to those insights to develop resources and practices to empower YBW to have a healthier relationship with social media. Design/methodology/approach Consumer behavior researchers, a mindfulness educator and nonprofit stakeholders collaborated to conduct in-depth interviews with YBW (aged 18–30) to understand their daily use, challenges and benefits of social media. The team conducted thematic analysis, which yielded six key themes used to develop a mindfulness-based social media usage handbook with six complementary modules tailored to YBW. The handbook was further refined based on feedback from the interviewees and nonprofit stakeholders. Practical implications The handbook helps YBW navigate social media more skillfully, with awareness and intention, and guides them toward achieving their online social media goals. Our team marketed our handbook to thousands of YBW on social media via our community partners and by contacting 500+ chapters of US college sororities for Black women. Our team continues to scale this initial impact by developing live and virtual workshops. Social implications Conducting in-depth interviews promoted self-awareness for interviewees and fostered their sense of agency about social media use. Qualitative findings revealed that social media behaviors and outcomes can lead to either positive or negative outcomes depending on user intention and awareness. These insights shaped the resulting Social Media Mindfulness Practice (SMMP) and handbook. Ongoing efforts to distribute these resources to YBW aim to create a lasting impact by fostering skills to build positive online experiences and communities that support their well-being. Originality/value This research contributes novel value by revealing research insights for YBW who are underrepresented in social media research; applying mindfulness principles to cultivate a healthier relationship with social media, rather than advocate an abstinence approach; and implementing a practical solution in the form of a handbook and forthcoming workshops to target audience.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.018 | 0.053 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".