Digital Mirror: An Examination of Social Media’s Influence on Late Adolescent Black Females’ Global and Academic Self-Concept

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Williams, N. (2016). Digital Mirror: An Examination of Social Media’s Influence on Late Adolescent Black Females’ Global and Academic Self-Concept. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The broad socialization of new media has the ability to cultivate the values, beliefs, interests, and personality characteristics of Black females. Specifically, new media’s digital platform of social media offers individuals immediate access to vulnerable messages about self or perceptions of self through instant and online cultivated messages about race, gender, and sexuality. The implications of these inherent everyday messages amplified in social media about Black females’ race, gender, and sexuality juxtaposed to their developing sense of global and academic self and relationships with others is an understudied phenomenon. By understanding how these mediated messages of racism and anti-feminism influence late adolescent Black females as they begin exploring and maturing into their adult selves is undertaken. This study follows theoretical paradigms of critical media literacy, Black feminist thought, and interpretive phenomenology to examine the lived experiences of late adolescent Black females, ages 18 to 24, with social media, and its influence on their global and academic self-concept. This study took place in a large, urban city located in the Southeast. Data sources included interviews, focus group, and a collection of media artifacts. The data was analyzed through thematic analysis and interpretive phenomenological analysis to better understand the lived experiences of late adolescent Black females and the ways in which they make sense of these experiences in their adult lives.

Details
Author

Williams, Nakeshia

Title

Digital Mirror: An Examination of Social Media’s Influence on Late Adolescent Black Females’ Global and Academic Self-Concept

Physical Description

1 online resource (288 pages) : PDF

Date

2016

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The broad socialization of new media has the ability to cultivate the values, beliefs, interests, and personality characteristics of Black females. Specifically, new media’s digital platform of social media offers individuals immediate access to vulnerable messages about self or perceptions of self through instant and online cultivated messages about race, gender, and sexuality. The implications of these inherent everyday messages amplified in social media about Black females’ race, gender, and sexuality juxtaposed to their developing sense of global and academic self and relationships with others is an understudied phenomenon. By understanding how these mediated messages of racism and anti-feminism influence late adolescent Black females as they begin exploring and maturing into their adult selves is undertaken. This study follows theoretical paradigms of critical media literacy, Black feminist thought, and interpretive phenomenology to examine the lived experiences of late adolescent Black females, ages 18 to 24, with social media, and its influence on their global and academic self-concept. This study took place in a large, urban city located in the Southeast. Data sources included interviews, focus group, and a collection of media artifacts. The data was analyzed through thematic analysis and interpretive phenomenological analysis to better understand the lived experiences of late adolescent Black females and the ways in which they make sense of these experiences in their adult lives.

Genre

doctoral dissertations

Subjects--Topics

Education
Educational psychology
African Americans--Study and teaching
Ethnicity--Study and teaching

Degree

Ph.D.

Keywords

Academic Self-Concept
Adolescence
Black Girls
Global Self-Concept
New Media
Social Media

Subject Area

Curriculum & Instruction

Advisor(s)

Lewis, Dr. Chance

Committee Members

Butler, Dr. Bettie
Lim, Dr. Jae Hoon
Abrams, Dr. Lyndon

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2016.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Williams_uncc_0694D_11041

Permalink

http://hdl.handle.net/20.500.13093/etd:1467