Music and Adolescent Identity

North, Adrian C.; Hargreaves, David J.

doi:10.1080/1461380990010107

Cited by 310 publications

(334 citation statements)

References 29 publications

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“…For example, fans of specific music genres evaluate fans of similar genres more positively and allocate more rewards to them than fans of different musical genres (Lonsdale & North, 2009;North & Hargreaves, 1999). Despite the fact that a growing number of researchers have begun to examine ingroup bias effects in non-sport fandoms, there nevertheless remains a need to test the generalizability of these effects to diverse fan groups.…”

Section: Fan Ingroup Biasmentioning

confidence: 99%

“…In Study 1, furries evaluated the presence of positive characteristics in their fursona species and in other popular species in the furry fandom. Based on prior research showing ingroup bias in various groups (see Brewer, 1999;Hewstone et al, 2002), including fan groups (e.g., Levine et al, 2005;North & Hargreaves, 1999), we predicted that furries would rate their fursona species more positively than other species in the fandom. In Study 2, furries rated their identification with their subgroup (fursona species group) and with the superordinate group (the furry fandom).…”

Section: Overview Of Present Studiesmentioning

confidence: 99%

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Ingroup Bias and Ingroup Projection in the Furry Fandom

Reysen¹,

Plante²,

Roberts³

et al. 2015

IJPS

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In two studies, we examine ingroup favoritism within the furry community. Furry fans construct personas ("fursonas") that are often related to a species of animal (e.g., fox, wolf). In Study 1, furries were found to rate their fursona species more favorably than other species. In Study 2, we examined whether the ingroup projection model may aid in understanding this ingroup species bias. Participants' ratings of prototypicality of their species within the fandom was associated with greater favoritism of one's species. A serial mediation model showed that identification with the fursona and perceived benefits of one's fursona mediated the association between ingroup projection and ingroup species bias.

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Section: Fan Ingroup Biasmentioning

confidence: 99%

Section: Overview Of Present Studiesmentioning

confidence: 99%

Ingroup Bias and Ingroup Projection in the Furry Fandom

Reysen¹,

Plante²,

Roberts³

et al. 2015

IJPS

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“…Religious Music in Everyday Life 187 from a psychological perspective (North & Hargreaves, 1999;Schwartz, Côté, & Arnett, 2005;, what this finding adds is an understanding of how music is used as a cultural resource to achieve group identity status among adolescents, specifically through music as social dialogue. Closely aligned with symbolic interactionism (Blumer, 1986), adolescents use music as a way of negotiating and presenting their identity to others in their social worlds (Frith, 2002(Frith, , 2004.…”

Section: Religious Experiencementioning

confidence: 99%

“…Whilst it can be recognised that music informs a number of factors in adolescents' personal identity work (DeNora, 2000;Juslin & Sloboda, 2010;Hargreaves & North, 1999;, two particular key themes emerged: music supports companionship, and emotional fulfilment.…”

Section: Religious Experiencementioning

confidence: 99%

“…are predominantly in the field of developmental psychology (Hargreaves, 2012;Hargreaves & North, 1997;Hargreaves & North, 1999;. It is the sociological lens that is lacking in establishing deeper meaning to people's behaviours and social actions (Hargreaves & North, 1997), and it is these behaviours and social actions that are central to my research.…”

Section: Music In Identity (Mii)mentioning

confidence: 99%

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Religious music in everyday life: adolescents’ identity work in Catholic schooling

Fletcher¹

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This study sought to investigate adolescents' lived experiences of religious music in three Australian Catholic schools. Specifically, this study explores how religious music is used within Catholic schools and examines how religious music experiences in Catholic schools shape adolescents' religious and musical identities.As a practising music teacher in a Catholic school, the motivation to undertake this study emerged as I witnessed adolescents' engagement with religious music on a regular basis. I was intrigued to ascertain the ways in which their engagement with religious music was supporting or shaping their identity work.Existing literature revealed the ways in which music in the everyday life of adolescents influences their identity work. However a significant gap existed concerning the ways in which religious music may influence or inform adolescents' identity work. Religious music is a vital part of Catholic schools' identity, whereby students become religious observants to this important tradition.Australian Catholic schools were chosen as sites for this study as these schools provide a unique social context with specific cultural values and a contextualised exposure to music participation. (2001) emphasised how music can be considered as a life philosophy for adolescents. Music is used as a resource to make sense of lifeworlds and as a tool for worldbuilding (DeNora, 2000(DeNora, , 2003. Literature also describes the active role music plays in the construction of an individual's identity (DeNora, 2000). Music can be used as a social dialogue, to express personal meanings, and has the ability to influence behaviour. D. H. Hargreaves and Hargreaves (1967) and Hargreaves and North (1997) argue that social interaction, social institutions, and our social environment shape musical identities. Consideration of those interactions, institutions, and environments unique to Catholic school settings underpins this study.iii A qualitative research design was chosen to gain a deep and rich insight into the meanings, beliefs, and values adolescents hold about religious music experiences. Using an interpretivist paradigm suggests that adolescents' lifeworlds are central to the research process, and acknowledges the subjective position of adolescents' experiences. The study's educational environment consisted of three Australian Catholic schools: one all-girls, one all-boys, and one co-educational. Data was generated over one school term, using a case study design. Data methods included individual interviews, group interviews, and observation. These methods enabled adolescents to share their views, beliefs, and experiences, illuminating their rich and complex identity work. Through narrative inquiry, I created an authentic and detailed account (Kroon, 2009) of each participant's experiences, in order to examine the phenomenon of adolescents' religious and musical identities, and how these identities are shaped by religious music. The narratives were then analysed to draw key themes, as well as similarities t...

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Music

Saarikallio¹

2020

The Encyclopedia of Child and Adolescent Development

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Music is young people's own playground for social–emotional development. Music listening is a medium that is easily available for the whole age group, and music psychology research has identified a range of developmentally relevant needs and functions that music serves in the lives of the young. Music serves as a means for identity construction, social expression of identity, and peer group identification. It offers possibilities for training self‐determination and gaining a sense of agency. And it is the soundtrack of adolescent emotionality, offering access to experiences that range from embodied enjoyment to self‐reflective affect regulation through mental contemplation. This entry discusses music as a part of adolescents' social–emotional development, summarizing recent literature and current trends in studying how music functions as a meaningful, health‐relevant aspect of broader social–emotional development.

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Music and Adolescent Identity

Cited by 310 publications

References 29 publications

Ingroup Bias and Ingroup Projection in the Furry Fandom

Ingroup Bias and Ingroup Projection in the Furry Fandom

Religious music in everyday life: adolescents’ identity work in Catholic schooling

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