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Sharp Okstate 0664D 16680.Pdf (1.243Mb) WAITING TO CONNECT: IN PURSUIT OF BELONGINGNESS AND CONNECTEDNESS NEEDS FOR GIRLS THROUGH SOCIAL NETWORK SITES BY DONNA COPLON SHARP Bachelor of Science in Sociology Oklahoma State University Stillwater, Oklahoma 1981 Master of Science in Educational Psychology Oklahoma State University Stillwater, Oklahoma 2009 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY May, 2020 WAITING TO CONNECT: IN PURSUIT OF BELONGINGNESS AND CONNECTEDNESS NEEDS FOR GIRLS THROUGH SOCIAL NETWORK SITES Dissertation Approved: Dr. Lucy E. Bailey ______________________________________________ Dissertation Adviser Dr. Jane Vogler ______________________________________________ Committee Chair Dr. Diane Montgomery ______________________________________________ Committee Member Dr. Tamara Mix _______________________________________________ Outside Committee Member II ACKNOWLEDGEMENTS First and foremost, an immense debt of gratitude is owed to the girls who allowed me to speak with them about their use of social network sites. I appreciate the girls’ willingness to discuss the subject, their efforts to convey their thoughts and feelings, and the time they were willing to give. I wish to express appreciation to the members of my committee – Dr. Lucy Bailey, Dr. Jane Vogler, Dr. Diane Montgomery, and Dr. Tamara Mix. Special thanks to Dr. Bailey for her tireless efforts to advance this work and her guidance through the process. A similar debt of thanks is owed to Dr. Diane Montgomery who shepherded me into the Educational Psychology program and provided inspiring coursework since the beginning of my post-graduate work. Without the help of three friends this study would not be possible. Denise Metz and Judy Penner allowed me (with the permission of their administrators) to interview their students on multiple occasions, disrupting their school day while giving me a glimpse into their students’ lives. Angela Skousen helped me access diverse girls for my interviews. For my family: Thank you to my husband Patrick who was endlessly encouraging and never doubted me. He supported me with patience and encouragement through the ups and downs of this work. My father Donald Hill championed my work and motivated me to push forward throughout this process. The love and affirmation of my children and my sister Jami have been immeasurable. Acknowledgements reflect the view of the author and are not endorsed by committee members or Oklahoma State University. III Name: DONNA COPLON SHARP Date of Degree: MAY, 2020 Title of Study: WAITING TO CONNECT: IN PURSUIT OF BELONGINGNESS AND CONNECTEDNESS NEEDS FOR GIRLS THROUGH SOCIAL NETWORK SITES Major Field: EDUCATIONAL PSYCHOLOGY Abstract: This qualitative study explored how young women pursue belongingness and connectedness needs through their use of social network sites and the other meanings they give to their activities. The study involved multiple individual interviews with 35 diverse participants ages 13 through 18. Unlike most research on girls that focuses on White girls, 40% of the participants were girls of color. This research examines girls’ experiences using social media in their own words. Using inductive analysis and feminist critical theory, I first analyzed the data individually and then across cases. I sought meaning in the girls’ own words and understandings that “give voice” to people “outside mainstream research,” like girls (Patton, 2002, p. 98). The findings were grouped into 3 categories: how social media fosters connection and belonging needs; the other personal meanings involved in girls’ social media activities; and the ways social media interfered with belongingness and connection. First, I found that girls exercised their agency in connecting with their friends throughout the day; Instagram and Snapchat were particular favorites. Second, older girls used social media to explore social and political issues, experience freedom and all girls processed concerns about appearance and body image. Some girls believed that social media affected their mood and often had a positive effect on their lives, but they believed they should spend less time on social media. Third, social media at times disrupted girls’ social connections through online drama, bullying, and sexual images, or by avoiding face-to-face interaction. The research suggests the importance of better understanding girls’ online activities from their perspectives for parents and educators. IV TABLE OF CONTENTS CHAPTER Page I. INTRODUCTION TO THE STUDY ....................................................................... .. 1 Terminology……………………………………………………………………. 2 Background to the Problem…............................................................................... 3 Teens’ Online Interactions …………….…………….……….................. 3 Girls Studies………………… …………………………………………. 5 Belongingness and Connectedness Constructs …………………………….…… 8 Problem Statement ……………………………………………………………… 9 Purpose for the Study …...………………………………………………………. 10 My Positionality ………………………………………………………… 11 A Pilot Study ……………………………………………………………. 11 Background Theories …………………………………………………………… 12 Hierarchy of Needs ……………………………………………………... 12 Difference Research……………………………………………………… 13 Methodology ……………………………………………………………………. 13 Summary and Chapter Descriptions ……………………………………………. 16 II. REVIEW OF THE RELEVANT LITERATURE ……………………………………. 19 Literature Sources ………………………………………………………………. 19 Social Network Sites ……………………………………………………………. 20 SNS Definitions …………………………………………………………. 20 SNS Age Groups ………………………………………………………… 21 SNS Yesterday and Today ………………………………………………………. 22 SNS in the 21 st Century ………………………………………………….. 22 Current SNS for this Study ………………………………………………. 22 The Business of Technology …………………………………………….. 25 Feminist Theories of Technology…………………. …………………….. 26 The Human Need for Belonging and Connection ……………………………….. 27 Maslow ……………………….………………………………………….. 28 Baumeister et al. ………………………………………………………….. 29 Regulation of Belonging ………………………………………………….. 30 ‘In a Different Voice’ ………………………………………………..…… 31 Belonging Needs and SNS ………………………………………………… 32 The Impact of SNS on Teens ……………………………………………………… 33 Teen Access to Technology ………………………………………………. 33 Use of SNS to Connect ……………………………………………………. 35 Interaction on SNS: Connection, addiction, drama production …………… 36 Connectedness for Girls …………………………………………………………… 44 V Chapter Page Background Research on Females.……………………………………….. 44 Connection through Relationships ……………………………………….. 46 Girls’ Belonging and Connection…………………….…………………… 48 Summary ………………………………………………………………….. 49 III. METHODOLOGY ……………………………………………………………..…….. 51 A Short Review …………………………………………………………………… 51 Problem Statement ………………………………………………………... 51 Purpose for the Study ……………………………………………………... 52 Research Questions ……………………………………………………….. 52 Coursework Project: The “Pilot” Study …………………………………………... 52 Organizing the Study ……………………………………………………………… 53 Epistemology: Constructionism …………………………………………... 54 Theoretical Perspective: Feminist Critical Theory ……………………….. 54 Methodology: Critical Feminist Inquiry…………………………………… 56 Methodological Developments and Adjustments ………………………… 57 Edell’s Interactive Voice Diaries …………………………………………. 58 Methods …………………………………………………………………… 60 Specific Methods ………………………………………………………….. 60 The Interview ……………………………………………………………... 61 Livingstone’s Online Data Sharing ……………………………………….. 63 The Girls Shared their Experiences ………………… ……………………. 65 Confidentiality …………………………………………………………….. 66 Relationship Between Researcher and Participant ………………………... 67 Recruitment and Selection Procedures ……………………………………………. 67 Sample Selection ………………………………………………………….. 68 Recruitment ………………………………………………………………. 69 Grouping Girls ……………………………………………………………. 70 Ethical Considerations ……………………………………………………. 70 Data Analysis ……………………………………………………………... 71 Quality Criteria ……………………………………………………………. 73 Limitations ………………………………………………………………… 74 Summary …………………………………………………………………………. 75 IV. ANALYSIS OF DATA ……………………………………………………………… 76 Claim One: Using Social Media to Foster Connections………………………….. 77 Connecting Throughout the Day……………….………………………….. 77 Frequency of use …………….……………………………………. 79 Girls’ favorite applications ……………………………………….. 81 Connecting Across Common Interests was Important ..…………………... 83 VI Chapter Page Positive effects …………………………………………………….. 84 Relationships were strengthened .…………………………………. 86 “Friends” and “followers” ………………………………………… 89 Claim Two: Other Personal Meanings of SNS …………………………………... 91 Following Social Issues Online ..………………………………………….. 91 Social Media Shaped their Mood ………………………………..………... 93 Spend Less Time on Social Media ……...………………………………… 95 Girls Navigated Privacy and Safety Concerns ………………….………… 97 Freedom on Social Media …………………………………………………. 103 Claim Three: Social Media can Interfere with Girls’ Connection and Belonging ………………………………………………………………….. 105 A Platform for Evaluating Appearance ……………………………………105 Avoiding Face-to-Face Interaction ………………………………………... 107 FoMo and FoBlo ……………………………………………….….. 108 The performative nature of social media ….………………………. 108 Conflict: Drama, Sexual Images, and Bullying ………………………..…. 112 Drama ……………………………………………………………... 112 Sexual images and inappropriate content …………………………. 114 Bullying …………………………………………………………… 116 Summary …………………………………………………………………………... 117 V. FINDINGS AND IMPLICATIONS …..……………………………………………… 119 Study Summary …………………………………………………………………… 121 Discoveries Summary ……………………………………………………………..
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