College aantekeningen Youth Culture in a Digital World
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Course
Youth Culture in a Digital World
Institution
Universiteit Utrecht (UU)
These are notes from all 8 courses in the Youth Culture in a Digital World course. Written in English.
These are notes from all 8 colleges of the course Youth Culture in a Digital World. Described in English.
Lecture 1: Introduction
Culture: a group’s distinctive way of life, including its beliefs and values, its customs, and its
art and technologies.
- A group can be for example the Dutch, or fitfluencers, boomers. So, a group can be
based on geographical characteristics, social characteristics (political views, SES) or
temporal contexts (based on age).
Youth culture:
- Shared beliefs, behaviors, practices, and values of young people within a particular
society or subculture.
- The ways in which young individuals express themselves, interact with one another,
and distinguish themselves from older generations.
- Youth culture is dynamic and can vary significantly across time and place, reflecting
the cultural, social, and historical context in which it emerges.
Youth culture is WEIRD based.
Youth culture can contain: fashion and lifestyle, music, language, social activities, values and
ideals and media and technology. Media and technology are such a big part these days, that
is why we focus on this.
Digital media is a broad term -> everything that is not face to face communication and a way
to spread information.
- Social media: web-based apps that allow people to create, share, connect, follow,
collaborate, and interact with others. Is important for youth identity development.
Is social media disrupting or enriching traditional culture?
Disrupting: think of Gossip Girl things that go around TikTok.
But there is not a clear-cut answer.
- Social presence theory: sense of being together is lower in social media. The more
you have the feeling of someone being there, the richer the communication is. Social
media is where you have the least sense of someone actually being there (disrupted).
- Social information processing theory: communicators’ interpersonal needs prompts
them to try their best. Depends on how someone processes social information. So,
how someone (the receiver) interprets a message/social cue and reacts to it (is
between disrupted and enriched). You need to have skills to interpret social cues
online.
- Channel expansion theory: users with experience will strive to develop necessary
skills. This can help to make the communication easier. So, the more knowledge and
experience, the richer the communication will be. People will find new ways to use
social media and get better and better (enriched).
How is social media being used?
Can be seen as a replacement or addition.
Can be used passively (just scrolling and looking) or actively (liking, sharing, posting).
,Why we use social media:
- Uses and gratifications theory: what purposes or functions does media offer for
active receivers?
o Lasswell (1948):
Surveillance of the environment. Knowing what is going on in the
world.
Affective need.
Transmission of social heritage.
Entertainment.
Self-promotion, maintaining existing relationships, need for creativity,
escapism, expressing opinions.
o Each platform is used for something else. For example: Twitter for
information, social on Instagram and snapchat.
Is passively scrolling through Instagram to escape reality as bas as actively engaging in a
YouTube community to express your feelings?
Youth development:
- Developmental tasks approach: developmental tasks/challenges need to be fulfilled.
Is normative and more general about what children are supposed to do.
o Basic idea: hierarchic list of tasks in different stages of youth, met through
biological or social development -> cumulative.
o Applications: Erikson’s developmental theory, Havighurst developmental
theory.
o Media effect example: effects depend on the age of the child.
Parents are examples for children under 12, influencers are examples
for children above 12.
- Risk and resilience approach: differential life experiences among children.
o Basic idea: risk and protective factors explain differences between children ->
cumulative risk model.
For example: 2 boys playing aggressive games, one becomes
aggressive but the other not.
, Based on how many risk factors you have (bad neighborhood, bad
friends etc.). and protective factors (strong network).
o Application: snowball effect, turn around models.
Snowball effect: one problem can lead to problems in other domains.
Micro: immediate environment of child.
- How do parents monitor and regulate their children’s media use (tracking
screentime, keeping media outside of bedroom).
Exo: youth are affected by factors they are not present in -> indirectly.
- Is school offering classes on online safety and social media policies such as banning
the smartphone from the classroom?
Macro: belief systems can influence youth.
- What do we believe and value regarding social media. Is it entertainment or
dangerous?
Lot of development, think of identity, and socially -> can be influenced physically and online.
It is interconnected, but not identical.
- Features of digital world:
o Anonymity: different, more extreme forms of behavior e.g., cyberbullying.
o Creativity: playing around, discovering who you are.
o Asynchrony: communication at your convenience, breaking time, and space
constraints.
o Controllability: the ability to decide what information to share or omit.
Identity development during adolescence
Example identity development: personal, social, gender, ethnic.
- An identity is, at least in part, an explicit theory of oneself as a person.
- Should be constructed during adolescence through exploration online and offline.
- Virtual identity or online identity vs. actual identity.
, Key components:
- Self-image: how young people perceive themselves.
- Self-esteem: the ability to appreciate this self-image.
Lecture 2: Media theories applied to youth
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