The Lived Experiences of Social Media Use Among Girls from the 2000s Generation | ||
| مطالعات رسانههای نوین | ||
| Article 1, Volume 11, Issue 41, April 2025, Pages 40-1 PDF (1.11 M) | ||
| Document Type: Research Paper | ||
| DOI: 10.22054/nms.2025.62282.1251 | ||
| Authors | ||
| fahimeh zare* 1; mohammad taghi karami2 | ||
| 1Resident Researcher, Women and Family Research Institute, Qom, Iran | ||
| 2Professor, Department of Social Sciences, Allameh Tabatabae’i University, Tehran, Iran | ||
| Abstract | ||
| The rapid advancement of information and communication technologies (ICTs) has fundamentally transformed various aspects of human life, especially in the realm of social interactions. Among these technological innovations, virtual social networks have emerged as one of the most influential platforms, offering diverse services and extensive opportunities for communication. These networks have not only redefined the nature of human connections by transcending the limitations of time and space but have also enabled users to interact anonymously, thereby liberating them from constraints such as gender, class, race, and ethnicity. This phenomenon has garnered significant attention from scholars across disciplines, particularly in the context of youth and adolescents, who are among the most active users of these platforms. In Iran, the generation born in the 2000s—often referred to as "digital natives" or the "network generation"—represents a unique cohort that has grown up immersed in digital technologies. For these individuals, social media is not merely a tool for entertainment or information but a fundamental component of their daily lives and identity formation. Despite the increasing prevalence of social media use among Iranian adolescents, there is a notable gap in sociological research focusing specifically on the lived experiences of girls from this generation within the context of virtual social networks. Most existing studies have adopted psychological perspectives or quantitative approaches, often overlooking the nuanced, subjective experiences and agency of these young users. Main Research Question This study seeks to address the following central research question: How do girls born in the 2000s in Qom experience and interpret their participation in virtual social networks? The research aims to explore the motivations, perceived benefits, challenges, and broader social implications of social media engagement for this demographic, with a particular emphasis on understanding their sense of agency, identity, and social influence within the digital sphere. Methodology To achieve a deep and nuanced understanding of the phenomenon, this research adopts a qualitative methodology, specifically employing thematic analysis. Data were collected through semi-structured interviews with 30 girls born in the 2000s and residing in the city of Qom, Iran. Participants were selected using purposive sampling to ensure a diverse representation of backgrounds and experiences. The interviews focused on participants' motivations for joining social networks, their patterns of use, the nature of their online interactions, and the perceived impact of social media on their personal and social lives. All interviews were audio-recorded, transcribed verbatim, and subjected to rigorous coding and thematic analysis. The analysis process involved identifying recurring patterns, categorizing themes, and synthesizing the findings to construct a comprehensive narrative of the participants' lived experiences. Findings The thematic analysis revealed that the lived experience of girls born in the 2000s in Qom with respect to social media participation can be primarily understood through the overarching theme of "social influence." This central theme encapsulates the various ways in which these girls navigate, negotiate, and assert their presence within virtual social networks. The analysis further identified six main categories of motivations and experiences, all of which contribute to the broader theme of "living freely" in the digital age: Entertainment and Recreation: Social media platforms serve as key sources of entertainment and leisure. Participants reported using these networks to unwind, access humor, music, and videos, and participate in online games and challenges. This aspect of use is closely tied to their desire for relaxation and escapism from daily routines. Educational Purposes: Many participants highlighted the educational benefits of social media, such as accessing academic resources, joining study groups, and seeking help with schoolwork. These platforms are perceived as valuable tools for self-directed learning and skill development, often supplementing formal education. Social Interaction and Communication: Social networks facilitate communication with peers, family, and even strangers. The ability to maintain and expand social connections, especially in a culturally conservative context like Qom, was seen as empowering. Participants valued the opportunity to express themselves, share experiences, and receive social support. Access to Information: The immediacy and breadth of information available on social media were frequently mentioned. Participants used these platforms to stay informed about current events, trends, and issues relevant to their interests and identities. This access was described as both liberating and essential for personal growth. Psychological Needs Fulfillment: Social media engagement was found to satisfy various psychological needs, including the need for belonging, validation, and self-expression. The platforms provide a space where participants can construct and experiment with their identities, receive feedback, and build self-confidence. Preservation of Individuality: Despite the collective nature of social networks, participants emphasized the importance of maintaining individuality. They described strategies for curating their online personas, setting boundaries, and selectively sharing personal information to retain a sense of autonomy and control. Collectively, these categories illustrate a complex interplay between agency and structure, wherein girls actively shape their online experiences while simultaneously being influenced by the affordances and constraints of digital technologies. Discussion The findings underscore the transformative impact of social media on the lives of adolescent girls in Iran. The study reveals that virtual social networks function as both arenas for empowerment and sites of negotiation, where traditional norms and modern values intersect. The participants' experiences reflect a broader trend of digital emancipation, characterized by increased autonomy, access to information, and opportunities for self-expression. Notably, the study highlights the dual nature of social media: while it offers unprecedented freedom and connectivity, it also presents challenges related to privacy, online harassment, and the pressure to conform to digital norms. The girls' strategies for navigating these challenges—such as selective disclosure and identity management—demonstrate a high degree of digital literacy and adaptability. Conclusion This research contributes to the growing body of literature on youth and digital media by providing an in-depth sociological analysis of the lived experiences of Iranian girls born in the 2000s. The study's qualitative approach offers rich insights into the motivations, practices, and meanings associated with social media use among this demographic. The findings suggest that social media is not merely a passive medium but an active site of identity construction, agency, and social influence. For girls in Qom, participation in virtual social networks represents both a means of "living freely" and a platform for negotiating the complexities of modern Iranian society. Given the centrality of digital technologies in shaping the future of Iranian youth, the study underscores the importance of understanding their digital lifeworlds. Such understanding can inform policymakers, educators, and cultural planners in developing strategies that support the positive development of young people while addressing the risks and challenges of the digital age. Keywords: Girls Born in the 2000s, Social Networks, Virtual Space, Lived Experience, Network Generation. | ||
| Keywords | ||
| Girls from the 2000s; social media; cyberspace; lived experience; network generation | ||
| References | ||
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