All the worldwide webs a stage teenage girls self presentation and identities formation through status updates

Running Head: GIRLS, SELF-PRESENTATION AND STATUS UPDATES All the World Wide Web’s a Stage: Teenage Girls’ Self-Presentation and Identities Formation Through Status Updates Megan Pozzi B.Ed (Secondary); B.Ci (Drama) Submitted in fulfilment of the requirements for the degree of Master of Education (Research) Faculty of Education Queensland University of Technology March, 2014 GIRLS, SELF-PRESENTATION AND STATUS UPDATES Keywords Facebook, Goffman, girls, high school, impression management, identity, identity formation, self-presentation, social networking sites, status updates, students, teenagers, teens i GIRLS, SELF-PRESENTATION AND STATUS UPDATES ii Abstract This study investigates grade eight girls’ use of status updates on Facebook in order to create identities online This study uses sociologist Erving Goffman’s theory of self-presentation as a framework Jones and Pittman’s subsequent strategies of self-presentation are used to discover the ways in which grade eight girls use Facebook status updates in order to create identities online and manage impressions formed of them by audiences This study also explores more broadly why and how grade eight girls use Facebook status updates Through a mixed methods research design employing content analysis, participants were surveyed and interviewed The results showed that, while existing self-presentation strategies persist, online social networking has created new means of self-presentation online This study adds to a growing pool of research regarding teens’ engagement with social networking websites to form and experiment with identities GIRLS, SELF-PRESENTATION AND STATUS UPDATES Table of Contents Keywords… i Abstract…… ii Table of Contents iii List of Figures v List of Tables .v Statement of Original Authorship vi Acknowledgements vii Chapter 1: Introduction .1 1.1 Background .1 1.2 Context 1.3 Purposes 1.4 Significance, Scope and Definitions 1.4.1 Significance and scope 1.4.2 Definition of identity 11 1.4.3 Definition of social networking sites 24 1.5 Thesis Outline 24 Chapter 2: Literature Review 26 2.1 Overview 26 2.2 Impression Management and Self-Presentation 27 2.3 Why Girls? Gender Differences in Social Networking Practice 34 2.4 Identity, Interface and Setting 41 2.5 Identity, Teams and Audiences 47 2.5.1 Teams 47 2.5.2 Audiences 50 2.6 Social Networking and Behavioural Impacts in High School Contexts 57 2.7 Implications for Educators 62 2.8 Summary 65 Chapter 3: Research Design 66 3.1 Overview 66 3.2 Methodology and Research Design 67 3.2.1 Methodology 67 3.2.2 Research design 69 3.3 Participants 72 3.4 Instruments 73 3.5 Procedure and Timeline 76 iii GIRLS, SELF-PRESENTATION AND STATUS UPDATES 3.6 Analysis 78 3.7 Ethics and Limitations 80 Chapter 4: Results 83 4.1 Overview 83 4.2 Survey Phase of Study 84 4.2.1 General demographic information 85 4.2.2 Finding one – Facebook access 85 4.2.3 Finding two – Importance of Facebook 86 4.2.4 Finding three – Status updates 88 4.2.5 Finding four – Observations of Facebook friends using self-presentation strategies in status updates 90 4.2.6 Finding five – Status updates and self-presentation 92 4.2.7 Finding six - Qualitative survey responses 94 4.3 Interview Phase of Study 97 4.3.1 Finding one - Motivation and method for updating status 97 4.3.2 Finding two - Reliability of status updates 99 4.3.3 Finding three - Self-presentation strategies in status updates 101 4.3.4 Finding four - Importance of status updates as a Facebook feature 104 4.3.5 Finding five - Differences 105 4.4 Summary 106 Chapter 5: Analysis .108 5.1 Overview 108 5.2 Research Question One: Preferred Self-Presentation Strategies .109 5.2.1 Proclamation 110 5.2.2 Invitation 117 5.2.3 Provocation 122 5.2.4 Jones and Pittman’s (1982) self-presentation strategies 128 5.2.5 Research question one summary 138 5.3 Research Question Two: Why and How are Facebook Status Updates Used? .139 5.3.1 Research question two summary 150 Chapter 6: Conclusions 151 6.1 Overview 151 6.2 Limitations 156 6.3 Future Research 159 Bibliography 164 Appendices ……………………………………………………………………… 193 Appendix A: Survey instrument 193 Appendix B: Interview questions 197 iv GIRLS, SELF-PRESENTATION AND STATUS UPDATES v List of Figures Figure A visual representation of the relationship of the proclamation strategy to theory and self-presentational goals 116 List of Tables Table 2.1 Jones and Pittman's (1982) Five Self-Presentation Strategies……………………… 29 Table 4.1 Gender Differences Regarding the Importance of Using Facebook for Different Purposes……………………………………………………………………………………………… 86 Table 4.2 Gender Differences Regarding Frequency, Importance and Consideration of Status Updates………………………………………………………………………………………………… 88 Table 4.3 Gender Differences in the Observation of Facebook Friends Using SelfPresentation Strategies Online……………………………………………………………………….90 QUT Verified Signature GIRLS, SELF-PRESENTATION AND STATUS UPDATES vii Acknowledgements First thanks must go to Ross Mackay because, without his vision and passion, I would not have enrolled in this course To Elizabeth Kingston, an amazing woman and role model – you have enriched my life and practice immeasurably To Kerri Ann, Hayley, Bean, Suz, Pete, Jess, Adam, Mel, Lee, Gayl, Shane, Mum, Paul L and Mark – thank you for actually taking (feigning?) interest in my project and taking the time out of your already busy lives to read it Particular special thanks go to Megan Weier who is an amazing friend and scholar who has supported me the whole way - you will make an excellent doctor To my dog, Carrot, even though you are a dog and won’t be able to read this, I want you to know that you’re one of the main reasons I was able to remain relatively calm throughout this process Thanks to my parents and sisters for your ongoing and endless supply of support, love and patience I feel I must have won some kind of cosmic lottery when I was given not one but three of the most wonderful and brilliant supervisors Thanks to Associate Professor Jo Lampert not least for her great taste in fashion, lightning quick email responses, wisdom, guidance, kindness, support and encouragement To Associate Professor Gordon Tait whose good humour, healthy cynicism, and mostly undeserved compliments of me made our meetings and time together all the more enjoyable And to Dr Sarah Davey-Chesters who, despite moving half way around the world, provided invaluable feedback throughout my project and was kind enough to attend my confirmation even though she was on holidays I have never felt so supported and encouraged – thank you Biggest thanks go to my husband, Paul, whose understanding and belief in me is incomprehensible You are the most fun, loving, intelligent, kind and wise man out – I don’t have enough superlatives! Thanks for being my best friend – you really are the best! GIRLS, SELF-PRESENTATION AND STATUS UPDATES Chapter 1: Introduction “All the world's a stage, and all the men and women merely players; they have their exits and their entrances, and one man in his time plays many parts.” (Shakespeare, As You Like It, Act 2, Scene 7) 1.1 Background Being a teenager is one of the most turbulent periods of life when it comes to identity formation It is during this time that teens are making decisions about directions for adult life, as well as having the task of figuring out how they relate to the world around them (Hamman & Hendricks, 2005) During this time, teenagers are not only forming but experimenting with identity This experimentation with identity has been made simultaneously easy, attractive and intensive for teens by the introduction of social networking sites (Blinka & Smahel, 2009) Teenagers are spending increasing amounts of time online and on social networking websites and the issues discussed in this thesis are of concern to those within education The role of the educator in the identity formation process should not be underestimated Daily interactions between student and teacher drive identity development and enhance the identity formation process (Harrell-Levy & Kerpelman, 2010) However, when it comes to participation in social networking websites, teenagers are more likely to be influenced by what they perceive their friends to be doing and less concerned with what significant others such as teachers or parents think is appropriate (Baker & White, 2010) With the advent of social networking websites and young people’s increased participation and engagement with them, new environments for forming identities beyond the home and classroom have been GIRLS, SELF-PRESENTATION AND STATUS UPDATES formed For educators, an understanding of how young people form their identities online will contribute to a greater understanding of their students and identity formation more broadly Therefore, the main purpose of this study is to inform educators as to how and why an understanding of social networking and its impact on teenage identities’ formation is a critical issue to comprehend This is achieved through an in depth analysis of the selfpresentation strategies utilised by grade eight girls in order to form identities through status updates on the social networking website Facebook Status updates on Facebook constitute one of the most salient and popular user features on the website In fact, a recent study found that, in 2010, reading status updates on Facebook was the most popular shared activity on the site (Stenros, Paavilainen, & Kinnunen, 2011) Upon logging into Facebook, users are encouraged to share, “What’s on your mind?” This sharing constitutes a form of ‘micro-blogging’ whereby users communicate short, primarily text based, messages to their network of online friends (Coeckelbergh, 2011) Generally, these status updates or ‘micro-blogs’ are not directed at anyone in particular but are broadcast for a broader audience Due to their structure, length and audience, it can be said that status updates have remediated instant messaging, texting and emailing (Coeckelbergh, 2011) Studying status updates and self-presentation will result in a greater understanding of the ways in which young people, particularly grade eight girls, attempt to both influence, control and manage the impressions formed by those who view their Facebook profiles There has been much discussion about adults’ lack of knowledge and awareness around social networking sites and the purposes for which teenagers choose to use them In 2013, following data collection, Facebook included a prompt asking users to comment on what they were doing, feeling, watching, reading, listening to, drinking, eating, playing GIRLS, SELF-PRESENTATION AND STATUS UPDATES 184 Papacharissi, Z (2011) Conclusion: A networked self In Z.Papacharissi (Ed.), A networked self: Identity, community and culture on social network sites (pp 304-318) New 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Male Female How old are you? 13 14 Facebook Activity Do you have a Facebook profile? If you answer ‘No’ to this question, you not need to continue with this survey Yes No How often you access Facebook? More than once per day Daily My Facebook profile is important to: Weekly Strongly Agree My social life Allow me to communicate with others Follow what is happening in the lives of Agree Monthly Neutral Disagree Never Strongly Disagree GIRLS, SELF-PRESENTATION AND STATUS UPDATES 194 others Show my popularity Let me entertain my friends Allow me to express myself Meet new people Say things I am too afraid to say in real life To gain popularity Entertain me Show other people what I am like Facebook Status Updates How often you update your status on Facebook? More than once per day Daily Weekly Monthly Never Why you choose to update your status on Facebook? _ _ _ _ GIRLS, SELF-PRESENTATION AND STATUS UPDATES 195 Facebook Status Updates How much consideration you put into your status updates on Facebook? No consideration A little consideration Some consideration Careful consideration Lengthy consideration How important is updating your status to you? Often Extremely Important Always friends try to: Very Important Sometimes In status updates, how often your Facebook Important Rarely Somewhat important Never Not important at all Seem talented or intelligent Get attention by acting sad, depressed or less intelligent than they really are Seem like a hardworking and busy person Seem more powerful or better than other people Be nice to everyone so that they will like them Please list your three most recent Facebook status updates making sure not to include any information (such as names) that could identify you or another person GIRLS, SELF-PRESENTATION AND STATUS UPDATES 196 Thank you for completing this survey! GIRLS, SELF-PRESENTATION AND STATUS UPDATES 197 Appendix B: Interview questions “During this interview when you refer to another person’s FB profile please avoid using their name For example, you can this by saying something like “I know a person that updates their status every day They write things about themselves such as what they want to …” Then explain that the person they are talking about is only ever referred to as a “person.” Other examples could be “I know a girl that writes how sad she is.” or “One of my male Facebook friends only ever talks about how attractive he is” Do you understand that your answers to these questions not require you to use the names of other people?” Let’s talk about status updates Tell me, why you update your Facebook status? Ok, so when you’re updating your status, how you choose the information you include in your Facebook status? Thinking about other people now, and remembering not to use anybody’s name, why you think other people update their Facebook statuses? When you think about these other people, you think they would be able to find out about who you are or what kind of person you are from your status updates? Why or why not? Now think about what happens when you read other people’s status updates Remember not to use anyone’s name Can you tell what other people are like from their status updates? Why or why not? GIRLS, SELF-PRESENTATION AND STATUS UPDATES 198 If you think you can tell what other people are like from their status updates, what information you use to decide this? You don’t need to refer to specific examples here, you can just talk generally about the kind of information you use In our survey, we found that the most common way people presented themselves in status updates was by saying what they were doing or how they were feeling – Is this the most common thing you see on Facebook status updates ? Why or why not? If you saw a status update that said ‘like for a like’, what you think the person who posted this update would be trying to say to others about themselves? Why you think this? Remember not to use people’s names Why you think the least amount of people chose to present themselves as busy or hardworking? 10 How important are status updates on Facebook? Do you think there are any features on Facebook that are more important than status updates? What would these features be? Why are they more important? 11 Do you think there is a difference between how boys and girls use Facebook and particularly status updates? What are these differences, if any? ... enough superlatives! Thanks for being my best friend – you really are the best! GIRLS, SELF- PRESENTATION AND STATUS UPDATES Chapter 1: Introduction All the world's a stage, and all the men and women... girls Rather, the focus is on uncovering the strategies the participants use in their ‘front stage status updates GIRLS, SELF- PRESENTATION AND STATUS UPDATES 17 In an attempt to reconcile these... always has the advantage over the actor as they have the ability to credit or discredit the performance at hand They may choose to support the actor or they may call the performer out as fraudulent