Music is one of the most popular engines for self-expression today, most considerably amongst younger persons (Rentfrow et al., 2009). People wear shirts and hats embellished with their favorite band, decorate their homes with posters and records, and blast their favorite tunes with the windows down during the car ride home from work (Rentfrow and Gosling, 2007; Rentfrow et. al., 2009). Furthermore, the rise of social media in recent years has magnified both the scope and the means of which people can express themselves through music. For instance, Twitter recently partnered with Spotify, a popular music streaming service, and now allows people to share what they’re listening to with the simple click of a button. Additionally, networks like Facebook and Myspace feature “About Me”
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In each of these examples, it is apparent that induvial use music as an outlet to make public identity claims “about who they are, who they want to be, and how they want others to perceive them (Rentfrow et. al., 2009). These identity claims manifest themselves in one of two forms: collective identity claims and individual identity claims (North and Hargreaves, 1999; Rentfrow and Gosling, 2007).
North and Hargreaves (1999) analyzed the importance of music to young people to assess why they listen to certain types of music. Nearly 2500 participants at various secondary schools completed a questionnaire about the factors that contribute to why they, and others their age, might listen to pop or classical music. Results clearly indicated that individuals would listen to these genres for different reasons. An adolescent may listen to pop music in order to create an external impression, feel trendy/popular, fulfill emotional needs, or simply for the sake of enjoyment. Responses also showed a consensus among adolescents that people listen to classical music in order to please their parents and teachers. In sum, if a
In each of these examples, it is apparent that induvial use music as an outlet to make public identity claims “about who they are, who they want to be, and how they want others to perceive them (Rentfrow et. al., 2009). These identity claims manifest themselves in one of two forms: collective identity claims and individual identity claims (North and Hargreaves, 1999; Rentfrow and Gosling, 2007).
North and Hargreaves (1999) analyzed the importance of music to young people to assess why they listen to certain types of music. Nearly 2500 participants at various secondary schools completed a questionnaire about the factors that contribute to why they, and others their age, might listen to pop or classical music. Results clearly indicated that individuals would listen to these genres for different reasons. An adolescent may listen to pop music in order to create an external impression, feel trendy/popular, fulfill emotional needs, or simply for the sake of enjoyment. Responses also showed a consensus among adolescents that people listen to classical music in order to please their parents and teachers. In sum, if a