Adolescents from minoritised backgrounds possess significantly stronger digital literacy skills than their white counterparts when it comes to detecting online disinformation about race, according to new research from the University of California, Riverside and the University of Southern California (USC).
A study published in the journal New Media & Society challenges the long-held academic assumption that Black and Latino youth lag behind in digital skills. Instead, the researchers found that these teens are quicker to identify false claims and racist propaganda, and are more likely to verify posts with credible sources.
“This work reveals that adolescents of colour are already engaging in sophisticated forms of digital literacy,” says Avriel Epps, lead author and assistant professor at UC Riverside. “They have developed these critical skills in many cases from their lived experiences navigating online racism, not necessarily from school-based instruction.”
Lived experience vs. classroom learning
The study involved more than 100 Black adolescents, alongside comparable numbers of Latino and white peers aged 11 to 19. Participants kept daily diaries reporting how often they analysed, responded to, or ignored race-related digital content.
The analysis revealed a sharp divide in “Critical Race Digital Literacy” (CRDL) — the ability to critique media through a racial lens.
While Black and Latino participants frequently challenged racist content by crafting corrective posts or sharing factual articles, white youths were less likely to question misleading posts concerning race.
“This isn’t because they are less intelligent, but because they haven’t had to be as vigilant,” explains Epps. “They aren’t the targets of digital racism in the way that youth of colour are.”
Challenging the narrative
The findings contradict a 2021 study by the Stanford History Education Group, which suggested Black students scored lower in analysing digital media. However, the researchers note that the previous study did not specifically examine reactions to race or racism.
Epps argues there has always been a “mismatch” between the academic literature claiming low literacy and the reality that Black and Latino youth are often the primary drivers of online culture.
The researchers warn that schools are largely failing to teach these specific skills, often due to political backlash against discussing systemic racism in the classroom. They suggest that educators should look to minoritised youth as a foundation for building better curricula.
“Our goal is not to shift the burden but to recognise and honour the critical skills these young people already possess,” says Epps.
