Ponte et al ICA 2010
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Transcript of Ponte et al ICA 2010
Digital inclusion, media consumption and generations: uses by Portuguese and
American families
Cristina Ponte, José Alberto Simões (FCSH, UNLisbon, Portugal)Joe Straubhaar, Jeremiah Spence, Viviana Rojas (UTAustin, USA),
Nádie Machado-Spence (UFRGS, Brazil)
Structure of the presentation
• Brief presentation of the Project, part of the UTAustin|Portugal Program
• Generations & media: conceptualisation
• Portuguese and US families in two generations
- macro level: socio-structural factors
- micro level: families
- The genogram as a tool
• Next steps…
Project Digital inclusion and participation:Conceptual and contextual frameworks
Contextual frameworks
Socio-economic structures
Media systems and media penetration
Education systems
Migration History
Social dynamics
Digital access
Mainly based on Statistics
Qualitative methodology: life stories, interviewing families
Training young researchers: around 100 pos-graduated and
graduated students involved; qualitative research methods
Development and testing research tools: semi-strutured
interviews on life history and media history; genograms; guidelines
for observation in public spaces
Purposive sampling, similar criteria based on diversity of social
class background, education, ethnicity, migration status, age and
gender; Non-users and users of digital media; in Austin,
comparability to families interviewed ten years ago
Fieldwork: 2009 (8 weeks): 65 families in Portugal, 26 in Texas –
transcription and analyses by students
Emerging research topics
Media use(s) by age/generation: how the eldest people (55+) or the youngest people (30-) experienced the media (Middle age 31-54 also examined in Austin)
Gender differences over the use of the digital media
How immigrants use the digital media in their diaspora and acculturation
Digital exclusion and social exclusion
Importance and use of public access and training
Generational differences over the use of digital media
Generations and media
The question of generation• Generation is a theoretically complex and multidimensional
concept.
• At least two distinct definitions have been at stake:
1. a demographic definition which tends to consider generation merely as a cohort that may link different age groups to a specific time frame.
2. a cultural definition which considers that generations are determined by common experiences, linked with particular historical circumstances under which a specific generation comes to identify itself as a collective entity (i.e., K. Mannheim, 1990 [1928]).
• Edmunds and Turner (2002) propose a definition that brings together these two notions: “In a general sense, we may define a generation as an age cohort that comes to have social significance by virtue of constituting itself as cultural identity” (Edmunds and Turner, 2002: 7).
• A cohort definition may be useful to describe and explain social change, but it neglects a subjective dimension (or the interpretation) of the biographical and historical circumstances (Corsten, 1999).
• The importance of belonging to a generation or “sharing a collective time” is a crucial dimension of a cultural definition.
• Not everyone shares the same consciousness of belonging to a generation, hence the distinction (Mannheim; Edmunds & Turner):– “potential” generation (or “generational site”) – related with mere historical
location;
– “effective” generation (or “generational actuality”) – those who share that consciousness.
• The notion of “generational units” identifies divisions within “effective generations”, although it faces some difficulties in accommodating particular life courses and social trajectories not entirely explained by collective generational behavior.
Relation between media and generation
1. Why generation matters for media consumption?
• The question of why generation matters for defining media consumption reflects the importance of the historical circumstances and the resources held by each individual and their families in particular periods and how they shape their media uses.
• Families’ “media cultures” reflect different contexts of socialization.
• How generational similarities contribute to create a common ground for using and interpreting media experiences or alternatively what is different (and why) in such experience?
2. Why media consumption matters for defining a generation?
• Media consumption may also matter for defining generation, in the sense that specific media tastes and representationsare built as a result of particular media related activities which define a common generational experience.
• The nature of the events that might shape a generation doesn’t have to be necessarily “traumatic” (Mannheim, Edmunds and Turner) but may include consumerism and taste cultures.
• It is precisely this acceptation which lies underneath what some authors have called “generational semantics” (Corsten, 1999; Aroldi, 2011).
Generational semantics
• People tend to share a common interpretation or “lexicon” provided by specific experiences of consumption connected with particular moments in their lives (Aroldi, 2011; Corsten, 1999).
• The importance of the formative period of adolescence and youth has been noticed has the occasion for sharing a common habitus (Bourdieu, 1993) toward distinctive media goods.
• Cultural transmission: the question of transmitting such “tastes” and making them “exclusive” lies at the heart several theories that recognize the significance of resources available at particular moments in time by concrete groups (Bourdieu, 1993; Edmunds and Turner, 2002)
Generational sites in Portugal and the US
1970 and 2000
Portugal and the US/Texas in 1970 and 2000
Political system Dictatorship Democracy Democracy Democracy
Primary Sector 28% 3% US; 4% Texas
5% 2,4% US
Secondary sector
33,4% 35,9% US; 34,3% Texas
34,7% 18,8%
Tertiary sector 38,5% 61% US; 61,8% Texas
59,9% 78,8% US
Iliteracy above the age of 7
25,6% 1% 10,0% 1%
Higher education or post secondary
3,6% 61% US (+ de 25 anos)
11.5% 75,7% Texas (+de 25 anos)
1970 2000
Generational sites - Portugal: from 1960 to 2001PORTUGUESE SOCIETY 1960 1970 1991 2001
Political Regime Dictatorship Dictatorship Democracy Democracy
Total resident population 8.889.392 8.611.125 9.867.147 10.356.117
Population in clusters> 10.000 habitants (%) 22 26 33 40
Infant mortality (per thousand) 77,5 55,5 10,8 5Births in health facilities (%) 18,4 37,5 96,5 99,7
Resident population under 15 years old (%) 29,2 28,4 20,6 16,0Total fertility rate (per thousand) 3,2 3 1,6 1,5
Births outside marriage 9,5 7,3 15,6 23,4Households with 5 people or more (%) 17,1 15,9 6,6 3,3
Employment in the primary sector (%) 43,9 28,1 13,5 5,4Employment in the secondary sector (%) 27,4 33,4 36,9 34,7
Employment in the tertiary sector (%) 27,5 36 48.2 56
Minimum age to work 10 years old 12 years old 16 years old 16 years old
Illiteracy above the age of 7 33,1 25 11 10
Pop. 20+ yrs old high school graduate (%) 3,8 4,4 7,8 22,6Nr. of students in higher education (v. aprox.) 22 thous 46 thous 186 thous 388 thous
Libraries 89 288 622 980
Generations and the media in Portugal: TV’s imprint
Media use by age groups in Portuguese society (%)
Source: ERC/ISCTE, National Survey, 2008.
From the macro to the micro level
Six families in Portugal from the 1950s to the
1990s
Portugal: childhood and adolescence contexts
• Born before 1974: political dictatorship and colonial war; deruralization, the industrial and urban suburbs growth; the first generation to benefit from the universal access of the compulsory education (4 years); people born in the era of the TV launching, released in 1957.
• Born between 1974 and1985: political change; social and economic crises; entering the EU; schooling network broadened; media penetration within the household, from cassetes to pirate radio stations, colour TV and videogames.
• Born after 1985: the contemporary generation of the large Malls, cable and private TV channels, internet, cell phones, low price laptops; media convergence.
1950 1960 1970 1980 1990 2000 2010
Making toys, lively streets, absent media
• I used to make dolls food, those things you do with dolls I did with my dog and my chick. (…) Celebrating the Saints, we used to make street camp fires and jump over them. (Ana, 1951, from an industrialized area near Lisbon)
• The games we did… we invented. We used to make a ball made of cloth and we played football with it. (Carlos, 1957, childhood in a rural area)
• I enjoyed making food with herbs to feed the dolls. (Dora, 1967, from a rural area)
• I played with my brother, with pebbles… They were our cars. The bigger pebbles were trucks and the smaller were cars and we made little dirt roads. (Ernesto, 1968, from a rural area)
1950 1960 1970 1980 1990 2000 2010
The late arrival of TV in the home
• I still remember the first tv broadcast, in black and white I was five years old, so I was not born in the tv era. (Ana, 1951, mother housewife, father shop assistant)
• As a child we had the radio, only after things started to appear, I really can’t say at what pace, but the tv came, the record player, the recorder… (Dora, 1967, mother housewife, father smalltime entrepreneur)
• When we first bought a tv, I sat on the floor in the living-room seeing a football match (I ate football…) just staring at the television… Wow having a television at home!... (Ernesto, 1968, parents farmers)
• At first we didn’t have a tv, we would watch it over at a neighbor’s. My parents only bought one later. (Fernanda, 1981, mother cleaning lady, father construction worker)
1950 1960 1970 1980 1990 2000 2010
Experiencing childhood in the 1980’s, early 1990’s
• I’ve always read a lot. I always remember having magazines and newspapers at home... and there was childrens books and magazines... The television at home was never the center os attentions in our living room… (André, 1974, parents with higher education)
• What I really liked to do was read! When I was a kid I liked all the different types of children’s books. I loved Disney books, at that time they came with tapes…. (Cláudia, 1984, parents have 4 yrs of primary school)
1950 1960 1970 1980 1990 2000 2010
Experiencing childhood at the turn of the century
• I played a lot with my cousin, listening to music and playing video games. In my adolescence I recorded the songs that I really liked… We always had a computer. Well at least for the last 20 years. (Diana, 1988, parents high school graduates)
• When I was young I spent a lot of time playing video games, playing Playstation… Watching television… Now I don’t even watch tv anymore, and the computer is really just to chat to friends on Messenger, now mainly it’s the skateboard. (Eduardo, 1993, parents high school graduates completed in an outreach program)
• When I was really young, what I really liked to do was run in the streets. When I became a teenager I spent all my time on the Playstation and I actually run but on the Playstation. Fábio, 1994, parents have the 4th and 6th grade)
1950 1960 1970 1980 1990 2000 2010
Youth, age, gender and environment
Media to keep informed Media for enjoyment Media where more time is spent
Fábio, 15, low SES)
The television, it’s more usual, and it is also more fashionable to use the television.
It’s the computer, Playstation.
Computer. The computer, bud, without a doubt.
Eduardo, 16, medium SES
Where I really keep informed is on the television, the news, I guess.
It’s the computer, yes, the computer without a doubt.
Computer and television, for sure.
Maria, 15, medium-low SES
Maybe the internet. Watching television they just give us everything or shall I say feed us it’s tiring. Using the keyboard to write and seeing what we write is more interesting.
The television. Television. When I start to watch something, I want to know what’s going to happen… I start to watch and I’m just taken by it.
Carina, 17, low SES
I use the television. Sometimes I read the newspapers and magazines. In the newspapers it’s the up to date news and in the magazines it’s the latest gossip. And I listen to the radio.
Television. Using the magazines or the television.
Luís, 17, high SES
Television. I don’t really want to watch, but then the program starts and I just keep watching.
PC, television and the X-box
Television.
About parents generation
• Share a generational site whose structure of opportunity was marked by a scarcity of resources in a modern society.
• While they share a generational actuality in infancy, their teenage shows them as belonging to different generational units:
- It was going to the cinema in Lisbon, the garage parties, the new albums, the banned films we watched at the movies… (Ana, 58)
- It was more the movies, the parties but I was very controlled, the parties were in the afternoon, they were matinées… (Berta, 55)
- My adolescence? Oh, looking after the flock of sheep. In those days our parents… “You’ll do the 4th grade and go to work” (Carlos, 52)
- I started working when I was 13, as a busboy, my parents could not afford to let me study. (Ernesto, 41)
About children’s generation (youth and adolescents)
• Share the generational site: benefits from the political democratization and values of freedom, culture and social mobility arriving to families of less economic and cultural capital, who invest on their children so that they have more opportunities than they had.
• Sharing a generational actuality which is distinct to that of their parents, they express to have lived a happy and shielded childhood, without making reference to poverty and economic difficulties, they naturally perceive their leisure time and their choices of media – as their own. The media plays the role of “study auxiliary” and for leisure at home
• Generational units should be taken into account.
US generations
Immersed in TV, ambivalent on digital mediaOlder Boomers/Silent Generations
1950 1960 1970 1980 1990 2000 2010
From Multichannel TV to digital media, Gen Y, Younger Boomers
1950 1960 1970 1980 1990 2000 2010
Immersed in digital media, Millenials
1950 1960 1970 1980 1990 2000 2010
Comparing families
The genogram as a tool
Socioeconomic genogram: tool for
examining family and trajectory
Families as sites of resources, reproduction of status, or change of status
Bertaux and Thompson
Trajectory of family social mobility across generations
Bourdieu
Capital, habitus and dispositions
Linguistic
Educational, cultural
Familial
Choices within structural limits, family trajectories
For immigrants, language capital, social capital, cultural capital all present barriers to
ICT use
SEG Research
Background–Families as sites of resources, reproduction of status, or change of status
Gonzalez’ theory of information resource availability and disposition to use over
generations
Gonzalez’ methods for trajectory
Genograms back three generations from informant
56 genograms providing information on 904 people, back to grandparents or
great grandparents
In 2004-06, in-depth interviews by undergrad and grad students about general
life histories and life histories with media and ICTs
SEG findings from Texas
• multiple regression analysis: when examining hispanics, language is a more important determinant than ethnicity in formation of both educational and occupational prestige
• regression and path analysis models: educational prestige tracks closer than occupational in social mobility
• path analysis model: within a 3 generation family, the strongest transmission path in between maternal grandfather & index person
Families• The socioeconomic genograms were the data
source
• Families were the unit of analysis
• They were divided into Portuguese, Immigrant and Refugio (Portugal to Colonies to Portugal) Families
• And, given scores from -10 to +10 for geographic mobility, social mobility, occupational prestige and educational prestige
• These were mapped in a quadrant scatter plot
By: Jeremiah Spence, UT-Austin, [email protected], 10 May 2011
Mapping Families in Portugal+ Educational
Prestige+ Occupational
Prestige
Educational PrestigeOccupational
Prestige
lower
middle class
non-mobile
lower
middle class
medium-mobile
lower
middle class
high-mobile
emigrants
refugiados
luso-african
immigrants
most families of
university students519
514
Family - Portugal
Family - Portugal
U.S. Family (Austin)
U.S. Family (Austin)
Next steps
• Analyse childhood and adolescence memories among US families (parents born in the US in the 1950 and 1960s and their children) – contact with the US media diet – is there a similar or different “generational semantics“?
• Connecting macro and micro levels of analysis – how childhood and adolescence’s experiences with the media matter for digital inclusion and participation in different ages, nowadays?