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Teenagers' Experiences with Social Network Sites This article was downloaded by: [University Of Maryland], [June Ahn] On: 27 February 2012, At: 14:07 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK The Information Society: An International Journal Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/utis20 Teenagers’ Experiences With Social Network Sites: Relationships to Bridging and Bonding Social Capital June Ahn a a College of Information Studies and College of Education, University of Maryland, College Park, Maryland, USA Available online: 27 Feb 2012 To cite this article: June Ahn (2012): Teenagers’ Experiences With Social Network Sites: Relationships to Bridging and Bonding Social Capital, The Information Society: An International Journal, 28:2, 99-109 To link to this article: http://dx.doi.org/10.1080/01972243.2011.649394 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.tandfonline.com/page/terms-and-conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. The Information Society, 28: 99–109, 2012 Copyright c Taylor & Francis Group, LLC ISSN: 0197-2243 print / 1087-6537 online DOI: 10.1080/01972243.2011.649394 Teenagers’ Experiences With Social Network Sites: Relationships to Bridging and Bonding Social Capital June Ahn College of Information Studies and College of Education, University of Maryland, College Park, Maryland, USA they want to access the resources of the other group. Here Many studies have examined the relationship between social this person has more social capital because of a beneficial network sites (SNSs) and the development of social capital. How- structural position in the network. ever, most studies to date have only considered college and adult Other theorists focus on the nature of the relationship populations. This study examines the patterns of SNS use in an itself. Coleman highlights that tightly knit groups often urban, teenage sample in the United States. It tests the hypothesis have rules and norms (Coleman 1990). For example, a that use of SNSs is related to higher levels of social capital. The person who receives a favor from another in a group is results show that youth who use Facebook and Myspace report likely to give a favor in return. Therefore, characteris- higher social capital in both their school and online relationships. tics of relationships—such as reciprocity or trust—imply In addition, the analysis suggests that distinct modes of SNS ex- the amount and quality of social capital. Researchers, periences are differentially related to bridging and bonding social following Putnam, characterize relationships as bridg- capital. Time spent in SNSs is related to bridging capital, while positive or negative experiences are related to bonding capital. The ing and bonding (Putnam 2000). Bridging relationships study offers new insights into how youth experience SNSs and the rise among acquaintances who know each other but are relationship of that experience with their connection to the world. not deeply invested in the relationship. Researchers have found that bridging relationships bring benefits such as new information and connections to the individuals so re- Keywords adolescents, social capital, social network sites, teenagers, lated and also to the larger community (Kavanaugh et al. youth populations 2005; Putnam 2000). Bonding ties arise out of close-knit relationships. They are likely to lead to benefits such as so- cial and emotional support and access to scarce resources. The concept of social capital is multifaceted and com- Individuals develop relationships in both online and plex. Social capital theory suggests that one’s relation- offline settings, and increasingly the boundaries between ships accrue benefits (Portes 1998). However, theorists these two spaces are blurred (Xie 2007; 2008). One plat- and researchers employ the term in a myriad of ways. For form that blurs these spaces is the social network site example, Bourdieu takes a broad, cultural view and sees (SNS). Research suggests that these platforms may help social capital as membership in particular social classes users cultivate social capital in both online and offline Downloaded by [University Of Maryland], [June Ahn] at 14:07 27 February 2012 or groups. One has social capital because one is part of relationships (Donath and boyd 2004; Ellison, Steinfield, a social group (Bourdieu 1986). Social network analysts and Lampe 2007). However, prior studies of SNSs and see social capital within the structure of relationships (Lin social capital have typically examined adult populations 1999). For example, the theory of structural holes suggests (Ellison, Steinfield, and Lampe 2007; Valenzuela, Park, that individuals who act as a bridge between two other- and Kee 2009). In this article, I present a study that ex- wise disconnected groups have more influence and power plores teenagers’ use of social network sites and how their (Burt 2004). People must go through that bridge person if experiences relate to bridging and bonding social capital. Received 6 December 2010; accepted 8 December 2011. SOCIAL NETWORK SITES AND SOCIAL CAPITAL Address correspondence to June Ahn, PhD, University of Maryland College Park, College of Information Studies & College of Education, The activities seen in SNS communities can be viewed as 2117J Hornbake Building, South Wing, College Park, MD 20742, USA. social grooming (Tufekci 2008). In offline settings, people E-mail: [email protected] groom their relationships through behaviors such as small 99 100 J. AHN talk and participation in social life. In an online setting H1: Teenagers who use social network sites will report such as Facebook, members participate in social groom- higher levels of bonding social capital compared to peers ing by disclosing information about themselves on their who do not. profiles or commenting on friends’ pages. Status updates, Early research on youths and SNSs suggests that wall posts, and pictures on a profile describe the daily hap- teenagers primarily use social network sites to interact penings of an individual to his or her network. In addition, with known friends (boyd 2008). It is likely that there is when friends write to each other, play games, or comment considerable overlap between teenagers’ friends in their on each other’s profiles, they participate in social groom- neighborhoods and high schools, and their SNS networks. ing behaviors. Behaviors in SNSs, such as self-disclosure Therefore, experiences with SNSs may in fact be corre- and networked communication, lend themselves quite nat- lated to teenage youths feeling deeper connection with urally to relationship building. For example, one early ex- their peers at school or home. periment examined college students’ feelings toward an While teenagers might communicate primarily with academic course based on their viewing of the instruc- known friends in SNSs, they are also exposed to the larger tor’s Facebook profile. The researchers found that college world through their interactions. As members share links, students reported more motivation to take a class, and an- ideas, and media, they are connected to a broad array ticipated a more positive classroom climate, when they of information. As previous scholars have hypothesized viewed a professor’s Facebook profile that was high in (Donath and boyd 2004; Williams 2006), it is possible that self-disclosure (Mazer, Murphy, and Simonds 2007). teenagers’ use of SNSs also helps them feel connected Social network sites facilitate relationship development to the broader world beyond their school and home. Such and thus offer a natural link to social capital. Researchers relationships are related to the concept of bridging social have consistently found that using social network sites is capital. Subsequently, the second hypothesis in this study related to higher social capital (Burke, Kraut, and Marlow proposes: 2011; Ellison, Steinfield, and Lampe 2007; Valenzuela, Park, and Kee 2009). Ellison, Steinfield, and Lampe H2: Teenagers who use social network sites will report higher levels of bridging social capital compared to peers (2007) surveyed a sample of college students and found who do not. that their intensity of Facebook use is positively related to both bridging and bonding relationships. In a similar study Finally, this study also extends the literature by consid- of Texas students, researchers also found that Facebook ering types of SNS experiences. Prior research on SNSs use was positively associated with characteristics of and social capital has considered how intensity of use social capital. Students who used Facebook more often was related to bridging and bonding relationships. For reported higher levels of trust,
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