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Teen Girls' Experiences with Self-Presentation, Impression City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 10-2014 The Kids Are All Right Online: Teen Girls' Experiences With Self- Presentation, Impression Management & Aggression On Facebook Alison Michelle Hill Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/430 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] THE KIDS ARE ALL RIGHT ONLINE: TEEN GIRLS’ EXPERIENCES WITH SELF-PRESENTATION, IMPRESSION MANAGEMENT & AGGRESSION ON FACEBOOK by ALISON M. HILL A dissertation submitted to the Graduate Faculty in Sociology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2014 2014 ALISON M. HILL Some rights reserved. This work is licensed under a Creative Commons Attribution 4.0 United States License. http://creativecommons.org/licenses/by/4.0/ ii This manuscript has been read and accepted for the Graduate Faculty in Sociology in satisfaction of the Dissertation requirement for the degree of Doctor of Philosophy. Professor William Kornblum______________ _________ __________________________________ Date Chair of Examining Committee __________ Professor Philip Kasinitz_________________ Date Executive Officer Professor Lynn Chancer_______________ Professor Cynthia Epstein______________ __________________________________ _________________________________ Supervisory Committee THE CITY UNIVERSITY OF NEW YORK iii Dedication This dissertation is dedicated to the most important people in my life – my mom Roberta, my dad Steven, my husband Jason, and our children Vivienne and Max. Thank you for making everything possible. I love you. Acknowledgments A very special thank you to Cynthia Fuchs Epstein, Bill Kornblum and Lynn Chancer for their guidance and support over the many years it took me to get to this point. Through my oral exams, proposal and entire dissertation-writing process, they always believed in me and my ideas. I would also like to thank my friends and colleagues at the Girl Scout Research Institute, who granted me access to the data set for this research. I hope that these findings can in some way help you fulfill your mission to “build girls of courage, confidence and character, who make the world a better place.” iv Abstract THE KIDS ARE ALL RIGHT ONLINE: TEEN GIRLS’ EXPERIENCES WITH SELF-PRESENTATION, IMPRESSION MANAGEMENT & AGGRESSION ON FACEBOOK by ALISON M. HILL Adviser: Professor William Kornblum Online social network participation is widespread among American adolescents. Prolific creators, consumers and curators of content, they write themselves into being (boyd, 2007) on social network sites like Facebook. Drawing on Erving Goffman’s study of symbolic interaction in the form of dramaturgical perspective and The Third Person Effect, this research explores how young women ages 14-17 craft their self-presentations, engage in impression management, and experience aggression and bullying on Facebook. I propose that the majority of this age cohort craft online self-presentations that are consistent with their offline selves, yet they believe that other girls their age use their profiles to craft distinct online portrayals. I hypothesize that girls who restrict their privacy settings to “viewable by friends only” have fewer experiences with aggression and bullying than those who don’t. I analyze these data from the perspective of youth culture on Facebook and the discourse of digital citizenship. Data for this research comes from the Girl Scouts Research Institute’s “Who’s that Girl? Image and Social Media Survey,” fielded through online interviews in 2010 to a geographic mix of individuals consistent with U.S. Census figures. Respondents are 1,026 young women (Girl Scouts and non- Girl Scouts) evenly distributed across the ages of 14-17 who have profiles on at least one social network site, including Facebook. v The majority of respondents report that they craft self-presentations on Facebook that reflect their offline self-portrayals, yet they believe most other girls their age do so in ways that make themselves look different and cooler than they really are. Those who restrict the three sections of their Facebook profiles to viewable by friends only experience fewer incidences of aggression than those who don’t. These findings suggest strategies for understanding the lives of youth online and how to connect their behavior to the conversation around digital citizenship. vi Table of Contents List of Tables .................................................................................................................................. x Chapter I - Introduction and Background ....................................................................................... 1 My Project ................................................................................................................................... 1 Dissertation Organization ............................................................................................................ 2 The Birth of Social Network Sites in the United States .............................................................. 4 A Brief History of Facebook ....................................................................................................... 5 Facebook Features ....................................................................................................................... 7 Adolescence and the Teenager .................................................................................................... 8 Digital Community and Social Network Sites .......................................................................... 10 Teens and Social Network Sites ................................................................................................ 13 The Third Person Effect ............................................................................................................ 16 Identity Development and Identification ................................................................................... 18 Self-Presentation and Impression Management ........................................................................ 20 Adolescent Friendship ............................................................................................................... 24 Aggression and Bullying ........................................................................................................... 27 Constant, Computer-Mediated Communication ....................................................................... 29 Digital Citizenship ..................................................................................................................... 32 Chapter II - Methodology ............................................................................................................. 34 Research Questions ................................................................................................................... 35 Hypotheses ................................................................................................................................ 35 Operationalizing the Data .......................................................................................................... 36 Aspects of Impression Management ......................................................................................... 37 Experiences with Online Aggression ........................................................................................ 38 Challenges with the Data........................................................................................................... 39 Chapter III - Results ...................................................................................................................... 40 Research Question #1 ................................................................................................................ 40 Self-Assessment .................................................................................................................... 40 Beliefs about Others’ Perceptions ......................................................................................... 41 Research Question #2 - ............................................................................................................. 42 vii Privacy Choices and Posting Volume ................................................................................... 43 Self-Presentation Comparisons ............................................................................................. 43 Research Question #3 ................................................................................................................ 44 Privacy Settings .................................................................................................................... 44 Experiences with Aggression ................................................................................................ 45 Summary of Self-Esteem Data .................................................................................................. 51 Chapter IV - (Youth) Culture ........................................................................................................ 53 The Internet as Culture
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