The social success skills valued and ultimately acquired by youth during their formative years can be better understood by examining the social spaces, processes, and interactions that are related to their personal aspirations and related media experiences. Using a phenomenological approach, I conducted a year-long multi-case study about two Black male high school students’ thoughts on social success, their aspirations, their social experiences, and their experiences with media. The participants were selected using purposeful sampling. I collected data through semi-structured interviews, focus groups, and observations. I performed analyses by using the hermeneutic cycle which requires one to repeatedly read text, write reflections, and interpret data (Kafle, 2011; Laverty, 2008). Findings suggest that my participants’ aspirations held influence over the type of media content with which they chose to engage. Additionally, their thoughts about social success were influenced by their family members’ personal life experiences and the skills their family members valued. Moreover, their sociocultural contexts influenced their evolving thoughts on social success while their media served as resources to help them process their thoughts about social success and help them pursue their goals.
Media, Success, Social Success, Social Instruction, Youth, Social Success Skills, Teen, Case Study, Phenomenological, Phenomenology
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Recommended APA Citation
Degand, D. (2015). A Phenomenological Multi-Case Study About Social Success Skills, Aspirations, and Related Media Experiences. The Qualitative Report, 20(6), 872-900. Retrieved from http://nsuworks.nova.edu/tqr/vol20/iss6/13