wired up - white paper_new media and migrants
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Newmediauseamongyouthinmigration:
Asurvey-basedaccountShortversionofthetechnicalresearchreport
Authors:
FadiHirzalla
MarittedeHaan
Aslinlsoy
TheWiredUpteamMarittedeHaan,SandraPonzanesi,KevinLeander,
FadiHirzalla,KoenLeurs,Aslinlsoy,FleurPrinsen&LisaSchwartz.
UtrechtUniversity,Utrecht,theNetherlands
December2011
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Tableofcontents
Introduction.......................................... ............................................... .............................................. .................... 1
1 Theusercontext....................................................................................................................................... 82 Mediauserprofiles................................................................................................................................14
3 Onlineidentityprofilingandlearning............................................................................................16
4 Globalversuslocalorientations........................................................................................................21
5 Networkedcommunitiesandlearningecologies.............................. .........................................23
Conclusions..........................................................................................................................................................28
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Introduction
Thistextsummarizesthefindingsofasurveythatwasconductedwithintheframeworkof
theWiredUpproject. A supplementary researchreport,serving as the appendix of thiswhitepaperandavailableathttp://www.uu.nl/wiredup,providesamoreextensiveandde-
tailedpictureofouranalysesandfindings.
Inthisintroductorysection,wewillbrieflydiscuss:
- thegeneralaimsandscopeoftheWiredUpproject,- thecharacteristicsofthe surveythatwas conductedwithintheWiredUpresearch
framework,- thesampleandsamplingprocedureofthissurvey,and,- theresearchquestionsthatguidedouranalyses.
WiredUp
WiredUpisamulti-methodandmulti-disciplinaryresearchprogramthatfocusesonhow
youngpeopleintheNetherlandsandtheUSwithamigrantbackgroundusenewmediaandspecifically internetvenues.Migrancy,central tothisprogram,embedsmanyofthe local
andglobalparadoxesthatalsopertaintodigitalmediawiththeircompressionofspaceand
time.However, thelinkbetween thetwofieldsisstillunder-theorised and is inneedof
moresituatedandcomparativeresearch.Bridgingapproachesfromthehumanitiesandso-
cialscience,theprimaryaimoftheprojectistodevelopnewconceptualtoolsandaninno-
vativemethodologicalapproachthatwillallowustomonitor,evaluateandassessthesocio-
culturalspecificitiesof the interactionbetweenyouthanddigitalmediainacomparative
perspective(migrantsversusnativeDutch,MoroccanmigrantsintheNetherlandsversus
MexicanmigrantsintheUSA,femalesversusmales,etcetera).
Ourresearch focusesona) identityconstruction and globalrepresentations,b)develop-
mentofnewlearningstrategiesandsocializationpatterns,c)newformsofdigitalliteracy
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and youth networks, and d) differences and similarities of these dynamics in a cross-
nationalcomparison.Ourmulti-methodapproachwillenabletogaininsightsintothedy-
namicsbetweentheseglobaldigitalspacesandtraditionalcontextsofsocialization.Moreo-
ver,itwilllocatethestudyoftheeffectsofdigitalmediainrelationtosocio-culturalconfigu-
rationsmediatedbynationality,genderandethnicity,whichwillbeasignificantcontribu-
tiontothedebateondigitalmedia.
Theprojectconsistsof3separatebutreciprocalempiricalresearchphasesthatareprimar-
ilyconductedintheNetherlandsin2010and2011.Thefirstresearchphaseisbasedona
surveyaimedatcollectingdatathatcanbeusedtoidentifyandexplaintrendsintheuseof
(mainly internet-based) media among young people with a migrant background (often
calledmigrantshere,includingyouthbornintheNetherlandsbutwithparentsbornelse-
where),alsoincomparisonwithmediauseamongyoungpeoplewithanativebackground
(oftencallednativeshere).Wehavealsosurveyedthemediauseofyouthwithamigrant
backgroundintheUS,butthissummaryisbasedonlyontheresultsofthedataaboutthe
Dutchcontext.The survey-basedresultsare further scrutinizedandcomplementedwith
twoqualitativeresearchroundsconsistingof,amongstothers,in-depthinterviewsandeth-
nographicresearch.TheselaterroundsarebasedondatacollectedintheNetherlands.
Thispaperprovidesanoverviewofsomeoftheresultsofthefirst,survey-basedresearch
phase.Thetheoreticalimplicationsoftheseandotheranalysesofthesurvey,alsoincombi-
nationwiththefindingsfromthetwosubsequentresearchphases,willbeaddressedmore
extensivelyinotherpublicationsthatwillappearinandafter2012.
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Ourapproachindesigningthesurveyandresearchquestions
Indesigningthesurveywehadbothinmindtomaketheconnectionwithearliersurvey-
basedresearchonmediauseofyouthsothatourresearchcouldbuilduponandextendear-lierfindingsandtodesignalternativewaystosurveymediauseofyouth.Ourchallengewas
todo this from themulti-disciplinary conceptual perspective of theWiredUp program,
whilealsoworkinginlinewithmethodologicaltraditionsofsurvey-basedresearch.Asear-
lierandmoretraditionalsurvey-basedresearchprimarilyfocusedonpatternsofmediause
(whatapplicationsareusedandhowoften),weextendedthisapproachinthefollowing
ways:
Mediauseofmigrantyouthasrelatedtonon-migrantyouthWehavedesignedthesurveysuchthatitcouldcapturesomeofwhatweassumedcould
showparticularcharacteristicsofthemediauseofmigrantyouthasrelatedtothatofnon-
migrantyouth.Indoingso,wepaidattentionto,forinstance,particularpatternsofaccess
amongyoungpeople,theirsupervisionathome,thekindofonlinecommunitiestheyestab-
lishintermsofwithwhomtheyconnectuponline,butalsothenatureoftheresourcesthey
useforonlineprofilingordigitallearning(e.g.,whetherthesewereborrowedfromorasso-
ciatedwithmigrantrelatedcategoriesornot).
InternetuseaspracticesoflearningandidentityInsteadofsearchingouthowyouthareconsumersofparticularmediaapplications,ourgoal
wastogaininsightintothewidevarietyofwaysinwhichtheinternetisusedbyyouthto
continue theiroffline life, including socializing, seeking outandprofiling their identities,
finding information, building online networks, and learning from others, among other
things.Thesurveywasinparticulardesignedtoaddressissuesaroundonlinelearningand
onlineidentityprofiling.Forinstance,whiletuningintopopularfunctionsoftheinternetfor
youth,wedesignedquestionsthataskyoungpeopletoreflectonwhatandhowoftenthey
docertainactivitiesonlinethatcanbeconsideredrelevantfortheirlearning,suchasex-
changinglinksandtextswitheachother,andgivingeachotherfeedbackontheironline
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productions. Or, togive an example on identification, questions were designed that ask
youngpeoplewhatresourcesandcategoriestheyprefertousetoprofiletheiridentitieson-
line.
HowonlinepracticesrelatetoofflinepracticesAsoneofthegoalsoftheWiredUpprojectistostudyonlineactivitiesasrelatedtooffline
ones,thesurveytakesintoconsiderationhowyoungpeoplesinternetuseisrelatedtosimi-
laractivitiesorfunctionsintheofflineworld.Forinstance,thesurveyasksrespondentsif
theironlinecontactsarealsocontactedoffline,anditasksthemtoevaluatehowtheylook
upinformationonlineascomparedtoaskingfororlookingupinformationoffline(e.g.,con-
sultingfriendsorbooks).
GlobalversuslocalorientationsFurthermore,wewereinterestedintowhatextentthemediauseofyouthreflectsaglobal
orientationoraccesstoglobalnetworksofpeopleortextsascomparedtolocalorientation
ornetworks.Thisglobal/localorientationwasexaminedinparticularwithregardtoiden-
tityprofilingactivitiesonline,thegeographicaldispersionoftheirsocialnetworks,andthe
locationoftheresourcestheyconsultonline.
NetworkedlearningecologiesFinally,thesurveywasdesignedtocapturethenetworkednatureofyoungpeoplesinternet
use.Theironlinesocialnetworksaswellastheonlineactivitieswiththeircontactswere
bothsurveyed.Wewereinterestedinthesizeandthecompositionoftheirnetworkswith
respecttotheethnicity,age,genderandsocialrelationshipoftheircontacts.Butwealso
wereinterestedintheonlineactivitiesyouthdevelopwiththeircontactsandwedesigned
thesesuchthattheyrepresentedpossiblenetworkedlearningecologies.
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Oursample
Thesurveywascarriedoutinthecourseof2010among1408students(aged12to18)in7
secondaryschoolsintheNetherlands.Ourstratifiedsamplingprocedureyieldeddatadis-tributionsthatarelargelycongruentwithcensusdatawithrespecttoage,genderandedu-
cationlevel.
Givenourspecificresearchinterests,ouraimwastoformasamplewithsubstantialgroups
ofrespondentswithanativeandmigrantbackground.Tothisend,werandomlyselected
schoolsinregionswheremostmigrantyoungpeoplelive,creatingadatasetwith31.8%na-
tiveDutchyoungpeopleandtheremainderofmigrantorigin.Wediversifiedthesample
withregardtoage,genderandeducationlevel.Theaverageageofourrespondentswas
14.5years(SD=1.7),andabouthalfofthem(47%)ismale.Some52%oftherespondents
wasfollowingalowerpreparatoryschoolforsecondaryvocationaltraining(calledVMBO:
Voorbereidend Middelbaar Beroeps Onderwijs); 17% of the respondents was attending
higherpreparatoryschoolforsecondaryvocationaltraining(VMBO-T:VoorbereidendMid-
delbaarBeroepsOnderwijsTheoretisch);16%wasattendinggeneralsecondaryeducation,
preparing for vocational university (HAVO:Hoger Algemeen Voortgezet Onderwijs); and
13%oftherespondentswasfollowingacademicsecondaryschool,preparingforacademic
learning(VWOorGymnasium:VoorbereidendWetenschappelijkOnderwijs),whichmatches
byandlargethedistributionofschooltracksinthecountry.
Theresearchquestions
Thefollowinginterestsandresearchquestionsmotivatedthedesignofthesurvey:
1 Theusercontext
Howisinternetuseshapedbythesocialenvironment?Whatarelimitingandstimulating
factorsthatinfluenceinternetaccess,andhowdothesefactorsdefinetheintensityofinter-
netuse?Whatroledoyoungpeoplesattitudestowardstheinternetplay?Whatdidour
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Howdoes migrant youth differ in the nature and the use of their networks from non-
migrantyouth?
Thenextsectionswilldiscusssomeofthecorefindingspertainingtothesefiveresearch
themes.Wewilldrawsomelinesbetweenthedifferentfindingsfocusingonthespecificin-
terestsandquestionswehavepresented.Wewillnotbeabletodojusticetothemanydif-
ferentaspectsofourfindingswhichcan,asdiscussed,befoundintheresearchreport.In-
stead,wewillespeciallyfocusonhowmediauseofmigrantyouthcanbedescribedasdif-
ferentfromthatofnon-migrantyouthinregardtoanumberofdifferentthemesrelatedto
thequestionsmentioned.
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1 Theusercontext
Howisinternetuseshapedbythesocialenvironment?Whatarelimitingandstimulatingfac-
torsthatinfluenceinternetaccess,andhowdothesefactorsdefinetheintensityofinternet
use?Whatroledoyoungpeoplesattitudestowardstheinternetplay?Whatdidourfindings
tellusabouthowmigrantyoutharedifferentlyshapedbythesefactorsandhowtheyimpact
upontheirinternetuse?
Howoftenandwheredoyouthusetheinternet?
Wefoundthatyouthaccesstheinternetmostoftenonadailybasisintheirownhouse(in
theirbedroomsandelsewhereintheirhouse),ascanbeseenintable1andfigure1.
Thebalancebetweenprivateuseversuspublicuseseemstobemoreunevenwithageas
olderyoutharemoreprivateinternetusers.Withageyouthstarttousetheinternetmorein
theirownbedrooms,andlessinotherplacesinthehouse(wheretheaccessisnotexclu-
sive).Althoughthispatternalsoholdsformigrantyouth,theyaremorepublicusersofthe
internet ascompared tonative youth.Migrant youth use the internet significantlymore
thannativesinthehouseoftheirfriendsorfamily,inalibraryorinternetcafeorstillother
places,butsignificantlylessatschool.
Table1:Extentofinternetuseatdifferentlocations
Never
Adayperweek
2or3daysperweek
4or5daysperweek
Onceaday
Morethanonceaday
Inmybedroom 28.3 6.0 8.2 8.2 15.8 33.5Elsewhereinmyhouse 18.8 14.8 13.4 10.4 15.2 27.3Atfriendsorfamily 34.3 39.5 14.8 3.7 2.8 4.9Inlibraryoraninternetcaf 76.1 14.1 4.5 2.4 1.0 2.0Atschool 7.6 28.3 27.1 16.5 9.6 10.9Elsewhere 44.8 18.7 11.4 6.2 6.5 12.4
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Figure1:Extentofinternetuseatdifferentlocations
Freedomandsupervisionofinternetuse
Overall,youthreportthattheyfeelfreetodowhattheywantontheinternet,ascanbeseen
fromfigure2.Thisperceivedfreedomaugmentswithage,andishigherforthehigheredu-
cationaltracksandforboys.Formigrantyouth,wealsofoundthispatternforage,butnot
foreducationallevelandgender.
Theoverallperceivedfreedomtodowhattheywantontheinternetisconsistentwithour
findingthatmostyouthreportnottobesupervisedbythepotentialsupervisorswedistin-
guished,asshowninfigure3.
Supervisionpatternsofinternetuseinthehomearespecifictomigrantyouth,however,in
thesensethattheyreporttobemoresupervisedbysiblingsascomparedtotheirmother,
whichisreportedtobethemainsupervisorbyDutchyouth.
15.8 15.2
2.81
9.6 6.5
33.527.3
4.92
10.912.4
0
10
20
30
40
50
60
In my
bedroom
Elsewhere
in my house
At friends
or family
In the
library or
an internet
caf
At school Elsewhere
More than once a
dayOnce a day
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Figure2:Extentofinternetfreedom
Figure3:Extentofinternetsupervision
20.5 24.4 23.4 20.9 22.4 22.3
39.144.3
55.6
42.3
5647.5
0
10
20
30
40
50
60
70
80
90
Do whateverI want
Decide what Ido online
Decide withwhom I chat
Decide what Idownload
Decide what Iput on profile
In total
Totally agree
Agree
10.6
8.5
22.2 22.9
11.6
0
5
10
15
20
25
Supervised by brother
(s)
Supervised by sister
(s)
Supervised by father Supervised by mother Supervised by teacher
(s)
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Protectingprivacyonline
Oneprivacymeasureisreallypopularamongyouth:keepingpasswordsasecret.Deleting
browserhistoryisalsoapopularmeasure,ascanbeseenfromfigure4.Further,migrant
youthprotecttheirprivacymorethannon-immigrantyouthbynotusingrealnamesand
photosonline,whilenativeDutchyouthmoreoftendonottellotherswhattheydoonline.
Figure4:Extentofuseofinternetprivacymeasures
Perceptionsofwhattheinternetisfor
Youththinkthatthewebcanbebestusedforlookingupinformationandleastforcontact-
ingpeopleforhelp,asfigure5shows.MigrantsdonotdifferintheserespectsfromDutch
youth,buttheyfindthattheinternetislessusefulforbuyingthings.Further,withagemore
functionsoftheinternetarevalued,andhighereducatedyouthvaluetheinternetmorefor
itspossibilitytosearchforinformationandcontactorganizations.Girlsvaluetheinternetmorethanboysforlookingupinformationandlessfordiscussingpersonalissues.
However,whenyouthareaskedwhatthemestheyprefertodiscussonlineratherthanoff-
line,theresults,showninfigure6,indicatethatfriendship(namedby38%ofrespondents),
87.6
24.9 13.437.4
16.1 23.50
20
40
60
80100
I keep my
password a
secret
I regularly
change my
password
I make sure I am
alone when I am
online
I delete my
browsers
history
I dont tell
others what I do
online
I dont use my
real name and
photos online
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love(38%),romance(38%)andparticularlyhomework(44%)aremostoftenpreferredto
discussonline,andthatreligion,art,literatureandtheatre(all7%)areleastoftenpreferred.
Figure5:Extentofusabilityoftheinternet
Figure6:Preferencetodiscussparticulartopicsontheinternetratherthanoffline
Showingpercentagesofrespondentswhoprefertodiscussthedifferenttopicsonline.
15.330.6 22.4 19.5
11.1
7.7
50.5
13.69.8
8.2
0
10
20
30
40
50
60
70
80
90
Discuss
personal issues
Look up
information
Buy things Contact
organizations
Contact people
for help
Very usable
Quite
usable
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Access,freedomandlocationversusinternetuseintensity
Towhatextentdothesecircumstances(supervisionathome,placeofaccess)andattitudes
(thewaytheyperceivetheirfreedomtodowhattheywantonline)alsodefinetheintensityoftheirinternetuse?Andisthisrelationshipthesamefornativesandmigrants?Although
the analyses in this report cannotgive a finalanswer tohow eachofthe factorsdistin-
guishedcontributestotheintensityoftheirinternetuse,wefoundasetofpatternsthat,
whentakentogether,providethefollowingpicture.Asexpected,withage,lesssupervision
occurs,morefreedomisexperienced,internetusebecomesmoreprivateandtheinternetis
usedmoreintensively.Migrantyouthdifferfromnativeyouthinanumberofwaysregard-
ingthesegeneralpatterns.Wheremoresupervisionbysiblingsleadstolessinternetfree-
domformigrantyouth,nosimilarpatternwasfoundfornativeyouth.And,whereasolder
migrantsusetheinternetmoreintensivelythanyoungermigrants,thereisnosuchdiffer-
encefornativeyouth.Furthermore,whileaccessathomedoesnotseemtodefinetheinter-
netuseofDutchyouth,itdoesdefinetheinternetintensityofmigrantyouth.
All inall, ourdata suggestthat although thereweredifferences inaccessand perceived
freedom,themajoritydoesnotfeelrestrictedbytheirsocialenvironmenttoaccessthein-
ternet.Itseemsthatformigrantyouthinternetuseandperceivedfreedomtousetheinter-
netinthewaytheywantaremorecriticallyimpactedbytheirsocialenvironment,suchas
bythesupervisionofsiblingsandinternetaccessathome.
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2 Mediauserprofiles
Whatarespecificpatternsofmediauseandattachmentamongyoungpeople?Isitpossibleto
deduceparticularmediauserprofilesformigrantyouth?
Attachmenttomedia
Withrespecttospecificmediaprofiles,wehavedistinguishedbetweenpatternsbasedon
youthsattachmentwiththesemediaandpatternsbasedontheiractualmediause.Withre-
specttotheirattachmenttomedia,wefoundthat,overall,youthareattachedtomediathat
theyfrequentlyuse.Forinstance,twitterandweblogs,lessfrequentlyusedatthetimethis
surveywastaken,willbemissedleastamongourparticipants,whileMSNMessengersand
watchingvideosonline,activitiestheyfrequentlydo,willbemissedmost.
Basedonattachmentwefoundfourclearmediacomponents,calledherenetworking,in-
forming,publicdiscussion,andgaming.Watchingvideosonlineanddownloadingwere
frequentmediaapplicationsthatdidnotclusterintooneofthesefour(theywerea-typical
forthese4components).Migrantyouthdifferedfromnativeyouthintheirattachmenttoonlyoneoftheseclusters,namely(public)discussion,plustheyaremoreattachedtoone
ofthea-typicalmedia,namely,watchingvideosascomparedtoDutchyouth.
Useofmedia
Inregardtoactualuse,andwhilealsotakingintoaccountnon-internetrelatedmedia,we
foundthatusinginstantmessenger,watchingTVorDVDs,watchingvideosonline,and
usingMP3/Ipodwerethe4mostpopularactivitiesamongyoungpeoplegenerally.Seefor
adetailedoverviewfigure7.
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Whenlookingatcertainclustersofactualmediause,wefoundsixdimensions.Thesewere
gaming(1),discussiononline(2),networkingonline(3),mobilephoning(4),reading
offline(5),andmusicandmovies(6).Wefoundthatmigrantyouthareremarkablyactive
intermsofmostofthesefactorsandthattheyparticipatemorethannativeDutchrespon-
dents in discussion online, reading offline, music and movies, watching TV/DVDs,
watchingvideosonline, searching for information online, and e-mail.Native Dutch re-
spondentsareonlymoreactivewithphoningviaalandlinethannon-nativeDutchrespon-
dents,althoughotherdemographicfactorssuchasgenderandeducationallevelhadmore
impactonhowthesemediadimensionsweredividedover thepopulation.For instance,
girlswerelessactivewithgamingthanboysandmoreactivewithnetworkingonlineand
readingoffline,andhighereducatedyouthwas lessactivewithnetworkingonlinethan
lowereducatedyouthandmoreactivewithreadingofflineande-mailing.
Figure7:Extentofmediause
Figureshowsmeansona6-pointsscale.
4.61 4.78
43.48
4.35
2.16
3.37
2.251.78
1.44
4.67
2.45 2.39
4.08
2.87
1.37
1.6 1.73
2.94
2.2 2.08
3.37
0
1
2
3
4
5
6
Watchingvideosonline
Messenger
Visitingorupdatingprofilesite
accounts
Downloading
UsingMP3player/IPod
Multi-playergamingonline
Playinggamesonconsole
Single-playergamingonline
Visitingorwritingonforums
Visitingorwritingblogs
WatchingTVorDVD
Readingmagazines/newspaper
Readingbooks
Lookingupinformation
Onlinephoning
Twitter
Chattinginchatrooms
Phoningviaalandline
Textingmessageswithmobilephone
Callingpeopleonmobilephone
Webcamming
E-mail
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3 Onlineidentityprofilingandlearning
Howdoyouthusemediafortheiridentitypractices?Whatdothey(preferto)reveal?Whatre-
sourcesdo theyusefor identityprofilingonline?Howdoyouthusemediafor theirlearning
practices?Whatresourcesdotheyuseforonlinelearning?And,whatcanbesaidabouthow
youthsuseofonlineresourcesrelatestotheiruseofofflineones?Howdomigrantyouthdiffer
intheserespectsfromnon-migrantyouth?
Identitypracticesonline
Withrespecttomediauseforidentitypractices,wefirstlookedatwhatidentitymarkers
youthshowonline,askingthemwhattheywouldrevealontheirprofilepagesfromagiven
setofoptions.Theresultcanbefoundintable2.Gender,photosandnicknamesarethe
threemostpopularattributesusedforonlineself-profiling,whileincome,schoolclass,and
religionarethethreeleastpopularones.
Table2:Extentofdifferentformsofself-profiling
No YesPhotosofyourselforothers 27.5 72.5Statusupdates 71.3 28.7Nickname 28.6 72.4Firstname 31.7 68.3Familyname 63.9 36.1Age 33.5 66.5Dateofbirth 55.8 44.2Thecitywhereyoulive 38.6 61.4Yourneighborhood 79.5 20.5Thenameofyourschool 58.3 41.7Theclassofyourschool 87.7 12.3Gender 23.4 76.6Sexualorientation 80.9 19.1Nationality 58.7 41.3Ethnicity 73.5 26.5Countryofbirth 63.3 36.4Income 96.9 3.1Religion 84.4 15.6Thelanguagesyouspeak 66.4 33.6
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Overall,wefoundthatmigrantyouthreveallessontheirprofilepagesoftheattributeswe
distinguishedascomparedtoDutchyouth.Thisseemstoreflectanattitudeamongmigrant
youthtoprotecttheironlineidentitymorecomparedtoDutchyouth.Thisispartlycon-
firmedwhenconsideringthekindofattributestheyrevealascomparedtoDutchyouth.
WhileDutchyouthreveal,forinstance,morepictures,firstnames,familynames,andbirth
dates,migrantyouthrevealmoreoftentheirnickname.Inadditiontothis,theprofilingof
migrantyouthseemsformedmorebyaneedforanethnicshapingoftheironlineidentity,
giventhattheyshowmoreoftentheirethnicity(andtheirreligion).
Aswewereinterestedinthekindofidentityresourcesyouthwouldrevealonline,weasked
themfor3differentidentitycategories(cookery,celebritiesandmusic)iftheywoulduse
itemsassociatedwithmigrantcultures,itemsassociatedwiththeDutchcultureoritems
thatcouldbecalledmoreinternational.TheresultisshowninTable3.
Table3:Extentofself-profilingaccordingtoaffiliation
All
respon-dents
NativeDutch
MigrantsDutch Cookery 20.1 36.8 12.6 Celebrities 13.4 22.1 9.2 Music 9.8 19.4 5.3Migrant Cookery 33.6 17.2 41.1 Celebrities 28.6 9.4 37.4 Music 39.8 20.5 48.7International Cookery 35.4 33.3 36.4 Celebrities 37.3 37.5 37.0 Music 66.9 77.5 61.7
Theseresultsshowthat,although1)bothnativesandmigrantyouthuseinternationalre-
sourcesforself-profiling,and2)forbothgroupsself-profilingonownororiginalcultures
ismorepopularthanself-profiling inothercultures,3)thegroupsdiffer inthatmigrant
youthself-profile less in other cultures ascompared toDutchyouth.Thus,whileDutch
youtharemoreeclecticinthekindofresourcestheyuseinthisrespect,migrantyouth
showastrongerpreferenceforprofilinginresourcesassociatedwiththeirownculture.
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Learningaboutactivities
We were interested in how the respondentssearch for information and resources both
whentheysearchforinformationoncertainthemesingeneral(suchashealth,religionandmusic)andwhentheylearntobuildcertaininternetcompetencies(suchastextingwitha
mobile phone and downloading things form the internet). Learning things online and
searchingforinformationonlinewerecomparedwithlearningthingsorsearchingforin-
formationoffline,makingitpossibletorevealhowyouthvaluetheonlineasaplacewhere
they can learn and find out thingsascompared tohow theyvaluemore traditional re-
sources and means for learning (books, teachers, et cetera). Furthermore, we assessed
whetherrespondentswereinclinedtousemoresocialresources,bothonlineandoffline,as
comparedtosearchesindatabasesortexts.
Whenwefocusedonthelearningofinternet-relatedskills,suchaslearningtomakeaweb-
siteorsettingupaprofilepage,wefoundthatmostyouthindicatethattheyhavelearned
thismorethroughtrialanderrorthanthroughconsultingspecifictextsorotherpeople.
However,asanextpopularstrategy,youthconsultotherssuchasfriends,familyorteachers
offlineinsteadofreachingoutforothersonline,ascanbeseenintable4.
Table4:Meansoflearningperactivity
Havenotdonethis
Instructiononpaper
Ahelpappli-cation
Itrieditmy-selfwith-outhelp
Offline,withthe
helpoffriends,familyora
teacher
Online,withthe
helpoffriends,familyora
teacher
Downloadingoruploadingmusic 16.62.3(2.8)
4.5(5.4)
46.6(55.6)
25.4(30.5)
13.6(16.4)
Makingapersonalblogorwebsite 29.03.3(4.6)
4.7(6.6)
42.5(59.9)
16.9(23.8)
9.2(13.0)
Playingacomputergame 13.42.5(2.9)
4.8(5.5)
64.6(74.7)
11.1(12.8)
9.1(10.5)
Makingapuppetinagame 32.2 2.6 5.3 46.7 10.0 7.7
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(3.9) (7.9) (68.9) (14.8) (11.3)
Textingwithamobilephone 7.02.3(2.4)
3.0(3.2)
74.1(79.7)
11.1(11.9)
7.7(8.3)
Makinganaccountonaprofilesites 13.21.2(1.4)
5.0(5.7)
55.6(64.1)
21.3(24.5)
9.7(11.2)
Makingoruploadingphotos 15.11.9(2.3)
4.5(5.4)
59.6(70.2)
15.9(18.7)
7.8(9.2)
Makingoruploadingvideos 25.41.8(2.4)
4.8(6.5)
52.2(70.0)
12.4(16.7)
8.2(11.0)
Total 19.0 2.2 4.6 55.2 15.5 9.1Therespondentswereenabledtoindicatemultiplemeansoflearningperactivity.Mostoftherowsumsofpercentages,therefore,exceed100.Thelastrowwiththetotalsindicatestherelationshipbetweentheaggregatedpresenceresponsesandalltheresponsesintotal.
The respondents learning histories vary along socio-demographic lines. For instance,
younger people learnmostly through social channels (throughonline oroffline helpoffriendsandfamily),andmigrantyouthlearnrelativelymoreoftenindividuallythroughpa-
perinstructions.
Learningabouttopics
Ifwefocusonhowyouthsearchforinformationingeneral(leavingitopenwhetherthey
wouldprefertheinternetormoretraditional(social)resources),wefoundthatmostre-
spondentsprefertosearchforinformationaboutthedifferenttopicseitherbyselfsearches
online(35.8%)orbycontactingfriendsorolderpeopleoffline(together30.6%).Lesspopu-
lararetraditionalmedia,suchasbooks,orcontactingfriendsonline.Seetable5foramore
detailedoverviewofthefindings.
Further,ourdataindicatethatmigrantyouthuseindividualonlinesearcheslesscompared
tonativeyouth,andthattheyrelyrelativelymoreonsocialresources(bothonlineandoff-line)andontraditionalmediawhentheylookforinformation.
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Table5:Meansoflearningpertopic
Idontlook
forin-forma-tionaboutthis
Book,
news-paper,oramaga-zine
Mypar-entsorteach-ers
Offline,amongfriends
Online,amongfriends
Isearchforthisinfor-
mationmyself,ontheinter-net
Homework10.5
10.7(12.0)
38.8(43.4)
12.4(13.8)
17.0(19.0)
41.8(46.7)
Thingsthathappeninyourneighbor-hood
22.116.3(20.9)
13.8(17.8)
29.8(38.2)
15.8(20.3)
23.4(30.1)
Music,celebrities,andmoviestars14.6
18.0(21.1)
3.8(4.5)
13.7(16.1)
15.6(18.3)
54.2(63.2)
Literature,art,theatreandscience43.6
14.9(26.4)
10.2(18.1)
6.5(11.6)
6.7(12.0)
30.3(53.8)
Religion38.4
11.1(18.0)
25.8(41.8)
6.8(11.1)
6.3(10.1)
28.2(45.7)
Buyingthings27.6
11.6(16.0)
12.4(17.2)
13.1(18.1)
9.0(12.5)
41.3(57.0)
Makingmoney38.3
8.7(14.0)
13.4(21.6)
11.2(18.2)
8.2(13.2)
32.1(52.0)
Health33.0
11.8(17.6)
25.2(37.6)
7.9(11.8)
6.3(9.3)
34.8(52.0)
Total 28.5 12.9 17.9 12.7 10.6 35.8The respondentswereenabledtoindicatemultiplemeans oflearningper topic.Mostofthe row
sumsofpercentages,therefore,exceed100.Thelastrowwiththetotalsindicatestherelationshipbetweentheaggregatedpresenceresponsesandalltheresponsesintotal.
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4 Globalversuslocalorientations
Towhatextentdoesthemediauseofyouthreflectaglobalorientationoraccesstoglobal
networksofpeopleortextsascomparedtoalocalorientation?Thisglobal/localorientation
wasexaminedinparticularwhenaskingfortheiridentityprofilingactivitiesonline,thegeo-
graphicaldispersionoftheirsocialnetworksandthelocationoftheresourcestheyconsulted
online.Howdomigrantyouthdifferintheserespectsfromnon-migrantyouth?
Comparingthedifferentaspectsinwhichtheglobal/localdimensionwassurveyed,thefol-
lowing patterns arise.With respect to their resources for self-profiling both immigrant
youthandnativeyouthmostlyuseculturalresourceswhichcanbelabeledinternationalorglobalroughlytothesameextent.Thiswasespeciallythecaseforwhentheyself-profiled
onmusic, asmentioned in theprevious chapter.However, also local resources and re-
sourcesfromthecultureoforigin(formigrants)orotherculturalresources(fornatives)
werepopular,alsodependingonthespecifictheme.Youthcanbecalledeclecticintheirre-
sourcinginthesensethattheyusemultipleresourcescomingfromorassociatedwithava-
rietyofgeographicalscalesorculturalorigins,eventhoughespeciallymigrantyouthwere
moresystematicinusingtheirownculturalresources.
Whenwelookatthegeographicaldispersionoftheironlinenetworks,wemustconclude
thatbothmigrantyouthandnativeyouthareprimarilylocallyorientedinhowtheybuild
theironlinenetworks,evenifmigrantyouthhaveslightlymore transnationalcontacts in
theirnetworksascomparedtonativeyouthandnativeyouthmorecontactsatthenational
scale.
Looking atthecontent ofthe topicsdiscussed inthesenetworks,weroughlyfound that
globaland interestdriven topicsweremorediscussedwith transnationalconnectionsas
comparedtowithlocalcontacts(i.e.,athome,orwithinonesneighborhoodorcity)while
withlocalcontactsawidevarietyoftopicswasdiscussed,alsoincludingmorelocaltopics.
This finding seems to suggest that larger geographical distances induce a more topic-
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specificorientation,althoughfurtheranddifferenttechniquesofanalyseswouldbeneeded
toconfirmthis.
Ifwelookattheoriginofthewebsitestheyconsult,wecanconcludethat,basedonthelan-
guagesinwhichthesewebsitesareconceived,youthdomoveoutoftheirlocalcommunities
tosearchforinformationonline.Likenativeyouth,however,migrantyouthmostoftencon-
sultwebsitesforinformationinthelanguageofthehostcountry.Some65.6%ofourre-
spondentswithamigrantbackgroundshowastrongtendencytosearchforphotos,pic-
tures,videos,stories,musicandotheritemsonwebsitesthatarewritten inDutch.Other
migrantrespondentseithersearchfortheseitemsonlyonwebsitesthatarewritteninthe
languageofthecountryoforigin(8.6%)ordonthaveastrongtendencytosearchforthese
items(25.8%).
Inconclusion,thedataseemtosuggestthatbothmigrantandnativeyouthareprimarilylo-
callyorientedwhenitconcernsthecommunitiestheybuildonline,butthatintheresources
forinformationandidentity,theyaremuchmoregloballyoriented.Whatgloballyornon-
locallyorientedmeanseemstodifferforbothgroups.Migrantyouthcombinearelatively
transnationalnetworkwithrelativelymorespecificownculturalresources,whilenative
youthcombinearelativelymorenationalnetworkwithamorevariedresourcestyle,bor-rowingfromresourceswithmultipleorigins.Thesedifferencesbetweenmigrantandnon-
migrantrespondents,then,aregradualratherthanabsoluteandclear-cut.
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5 Networkedcommunitiesandlearningecologies
Whatisthesizeoftheonlinesocialnetworksyouthdevelopandtheintensityandthenatureof
theactivitiesthatyouthdevelopthroughtheironlinesocialnetworks?Whatisthecomposition
ofthesenetworksintermsofethnicity,gender,ageandsocialrelationship?Whatistheexten-
sibilityofthesenetworks?Dotheirnetworksreachouttotransnationalcontactsorarethese
networksprimarilylocallyoriented?Whatisthedensityoftheirnetworksenhowhomogene-
ous are theyintermsof age,gender and ethnicity?Can theonline activitiesyouth develop
throughtheironlinenetworksbeconsideredlearningecologies?Howdotheactivitiestheyde-
veloponlinehangtogetherwithothercharacteristicsofthenetworksuchasthegeographical
locationoftheircontacts?Howdoesmigrantyouthdifferinthenatureandtheuseoftheirnet-
worksfromnon-migrantyouth?
Sizeandintensityofnetworking
Youthreporttomaintaincontactwithalargegroupofpeoplethroughtheirprofilepagesor
instantmessengeraccounts(onaveragearound100contacts).Migrantyouthhavelargeractiveonlinenetworksascomparedtonativeyouth.Thesameistrueforyouthfromthe
lowereducationaltracks.
Further,respondentswereaskedtomentionthe5mostfrequentlycontactedpeopleonline
andaskedtoansweracoupleofquestionsabouteachofthesecontacts.Itturnedoutthat
mostcontactswerecontactedonadailybase,andtherewasastrongrelationshipbetween
howoftentheyhadcontactwiththesepeopleonlineandoffline,asshowninfigurefigure8.
Youthlistedonlyafewcontact(3.4%ofallthecontacts)whomtheyhadnevermetoffline.
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Figure8:Onlineandofflinemeetingsbetweenegosandtheiralters
Homogeneityofonlinenetworks
Thetablebelowshowsthecompositionofthenetworksintermsoftheage,genderand
ethnicityoftheonlinecontactsofourrespondents.Ascanbeseen,mostpeoplethatare
contactedonlinearepeers,withonlyalimitednumberofpeoplewhoareyoungerorolder.
Table6:Demographiccharacteristicsofalters
PercentagesFemale 55.8Male 44.2Youngerthan12 2.1Between12-18 88.2Olderthan18 9.7Dutch 44.7MoroccanBackground 12.5TurkishBackground 14.1
OtherethnicBackground 28.7
Theonlinenetworksofyouthwereratherhomogeneous:youthconnectonlinemostlywith
peoplewhoarethesameintermsofage,genderandethnicity.Mostcontactsarefriendsof
therespondents(78.6%)andonlyasmallerpercentageisfamilyoranacquaintance.Inter-
estingly,olderyouthconnectupmoreonlinewithpeoplebeyondtheirownage,andDutch
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youthconnectrelativelymoreoftenwithpeoplefromtheirownbackgroundascomparedto
migrantyouth.
Densityanddispersion
Itturnedoutthat,accordingtotheyouththemselves,37.4%ofalterskneweachotherwell,
and31.9%kneweachother;theremainder,30.7%ofthealters,didnotknoweachother.
Onaverage,theonlinenetworkdensityofmigrantyouthwashigher,butthiswasalsothe
caseforyoungerandlesseducatedyouth.
Furthermore,ourdataseemtosuggestthatyouthconnectuponlinewithpeoplethatare
primarilylocallybased,withwhomtheyexperienceacloseemotionalbond,whoalsoknow
eachotherforasubstantialpart,andwithwhomtheyalsomeetofflinefrequently.However,
althoughmostonlinecontactslivecloseby(77%livesinthecityofourrespondents),youth
alsoconnectuponlinewithpeoplewholivebeyondtheircity(18%)orabroad(5%).Anda
smallpercentage(3.4%)wascontactedonlinewithoutofflinecontact.
Topicalorientation
Weaskedourrespondentsifthetopicstheydiscussedwiththeironlinecontactswereself-
oriented(whathappenedwithyou),orientedtowardslocalsettings(whathappenedinthe
neighbourhood or at school), or oriented towards global issues (what happened in the
world).Self-orientedtopicsweremostpopular(33.4%ofthenetworktalkedaboutthese
topicsinoursample),followedby32.2%fortalkaboutschoolissues,22.2%fortalkabout
neighbourhoodissues,andfinallyonlyby12.3%fortalkaboutglobalissues.
Inadditionweaskedourparticipantswhatwasthecontentofthetalkwiththeironlinecon-
tacts,presentingthemwithalistof13concretetopiccategories,includingitemssuchas
health,friendships,andfamilybutalsoarts,literature,theatreandreligion.Thislistwas
testedinourpilotforthemesthataccordingtoourrespondentsoccurredintheirdailyon-
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linepractices.Forstatisticalpurposesanddatareductionthe13-itemswereseparatedin
twogroups:socially-orientedandinterest-driven.
Figure9:Topicsdiscussedinthenetworks(in%)
Wehavecheckedifthegeographicallocationofalterswasrelatedtothekindsoftopics
youthtalkabout.Weroughlyfoundthatglobalandinterestdriventopicsweremoredis-
cussedwithtransnationalconnectionsascomparedtowithlocalcontacts(i.e.,contactsliv-
ingattheirhomeorwithintheirneighborhoodorcity)whilewithlocalcontactsawideva-rietyoftopicswasdiscussed,alsoincludingmorelocaltopics.
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Onlinenetworksaslearningecologies
Despitewhatwassaidbeforeonthepreferenceyouthseemtohavetosearchforinforma-
tionindividuallythroughinternetsearches,youthreporttobeactivelyengagedwiththeironlinealtersforvariouslearningactivities.Theyareinvolvedwiththeironlinecontactsin
activitiessuchassharinglinks,checkingeachotherout,andproducingtogetheronlineona
regular basis.We found that these activities also correlate strongly and positivelywith
whetherornotyouthexperiencetheseactivitiesasleadingtonewinformationorthedis-
coveryofnewthings,asshownintable7.
Table7:Pearsoncorrelationsbetweennetworkactivities
Checkingeachothersprofilepages
Sharingtextsandlinks
Askingforadvice
Editingormakingnewthings
Givingfeedback
Discoveringnewinfor-mation
Checkingeachotherspro-filepages
1
Sharingtextsandlinks
.764* 1
Askingforadvice
.710* .752* 1
Editingormakingnewthings
.750* .869* .762* 1
Givingfeedback
.627* .726* .678* .787* 1
Discoveringnewinfor-mation
.677* .827* .771* .811* .792*
1
*p
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Conclusions
In conclusion, throughthis surveyresearchwewere able toreportonthemediauseof
youthboththrough1)payingattentiontoparticularprofilesoruserpatternsasrelatedtodemographicbackgroundcharacteristics,asisdoneinmosttraditionalmediaresearch,as
wellasto2)particularissuesandquestionsrelatedtohowmigrantyouthusetheinternet.
However,ratherthanfocussingonmediauseasanactivityinitself,oursurveywasaimedat
unravelling3)howyouthusetheinternetasaresourcefortheirlearningandtheconstruc-
tionoftheironlineidentities.
Theresultsthereforespeaknotonlytoissuesandthemesaroundhowmigrantyouthareparticularmediausers,butmorespecificallyshowhowtheyconstructandresourcetheir
onlineidentities,formtheironlinenetworksanduseonlineresourcesfortheirlearningas
comparedtonon-immigrantyouth.Althoughithasnotbeenourambitionheretointerpret
theseresultswithaparticulartheoreticalperspectivesinmind,thefindingsofthisreportdo
provideinsightsintohowyouthuseresourcesfortheirlearningandidentityformationon-
line, as well ashow they build their online networks, and how these processes can be
framedinalocal-globaldynamicformigrantyouthasdistinguishedfromnativeyouth.
top related