This qualitative study explores identity formation in contemporary society, through investigating the influence of the media on identity formation. The focus is on identity and what people attribute from the media as defining their view of themselves and their world. Seven people aged 25 to 35 years participated in individual, semi-structured interviews, specifically focusing on the participants’ media usage in their leisure time. The analysis revealed that the participants’ tendency to position themselves as agents that were immune to the media’s influence was reflective of the ideological discourse of the ‘self-contained’ individual. Evidently, the participants were unaware of the way(s) in which they had been interpellated to behave as subjects of an individual kind. The prevailing ideological discourse of individualism was challenged by highlighting the contradictions in the participants’ accounts. The analysis further confirmed that identity formation is a dynamic and contradictory process, and unavoidably shaped (even constituted by) history, culture, politics, and ideology. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 258-270).

Thesis supervisor: Judy Polumbaum. Includes bibliographic references (p. 232-241).

This dissertation explores how written discourses of Drum editors' and readers' letters linguistically construct social identities of the Drum audience, and how this identity construction is intimately linked with socio-historical, socio-cultural and socio-political contexts in which Drum appears in 1951 and 2001. Basically, this study is a contrastive analysis of the audience construction at two significant dates in the life of a South African publication, Drum magazine: March 1951, when the magazine was first published, and 7 June 2001, fifty years later when the magazine is read in a vastly changed socio-politico-cultural context. Data collection was based on the "Readers' Page" in two copies of Drum, one published in March 1951 and the other in 7 June 2001. In each copy of the magazine, the focus is on the editor's letter which asks for the readers' contributions and gives recommendations on the types of letters he is hoping to attract, and one reader's letter from each of the same chosen copies of Drum which the editor publishes. The cover pages of both copies of Drum are used to investigate whether they foreground or reinforce the images of Drum readers. Another set of data comes from an unstructured interview of the current Drum magazine editor. Findings in this study indicate that the ideal Drum audience in 1951 is the African middle class scholar who is a good writer, whereas in 2001, good quality writing is compromised for an advertising community of consumers. In addition, the black educated, urban Drum audience in 1951 see themselves as having power to resist the education system which is characterised by racial segregation. In 2001, the young people regard the attainment of higher education in institutions of higher learning as valuable for black economic empowerment. Educators/therefore, need to teach learners the skills of reading a text critically, so that the learners are able to identify ways in which language choices channel their interpretation, and also the ways in which texts are linked to their socio-historical contexts. / Thesis (M.A.)-University of Natal, Durban, 2002.

Thesis (M.A.)--Trinity Evangelical Divinity School, 2006. / Abstract. Includes bibliographical references (leaves 106-108).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xiii, 156 p.; also includes graphics. Includes bibliographical references (p. 147-156). Available online via OhioLINK's ETD Center

Thesis (M.A.)--Trinity Evangelical Divinity School, 2006. / Abstract. Includes bibliographical references (leaves 106-108).

Zugl.: Hannover, Univ., Diss.

Thesis (M.A.)--Baylor University, 2009. / Includes bibliographical references (p. 73-79).

Based on in-depth focus group and individual interviews, this thesis examines how Rhodes University students from socially disadvantaged backgrounds experience campus social life and how they subsequently use Facebook to perform, represent and negotiate their social identities. The study discusses utopian and dystopian positions and interrogates these theoretical perspectives in relation to the students‟ Facebook usage. The popularity and uptake of Facebook by students from disadvantaged backgrounds, such as those here at Rhodes University, is a growing phenomenon, provoking questions about the relationship between social experiences, social identity and social networks. Rhodes University‟s social space has been identified by previous studies as modern, liberal, “elite” and divided along race and class lines. The ways in which students experience this campus social space relates to their subject positions and identities. The study employs different perspectives of identity construction to interrogate the students‟ subject experiences in home and school contexts before coming to Rhodes University. The students‟ subjective positions are primarily embedded in tradition and their subject positions are sometimes in tension or come in conflict with the modern and liberal elements permitted by the Rhodes University context. The students also experience and adopt modern and liberal elements in their lifestyles which are permitted within the Rhodes University social space. The thesis found that Facebook offers a platform which facilitates a social connectivity that influences how students perform their identities in relation to their offline social identities and lived social experiences. This study concludes that the mediated symbolic materials for the construction and negotiation of identity provided by Facebook are sometimes in tension with the demands of traditional subjectivities experienced by these students at Rhodes University. Facebook allows the students to reinforce and affirm the validity of their traditional identities in this modern and liberal space. However, it also emerged that Facebook facilitates and allows students who experience and incorporate the modern and liberal elements permitted at Rhodes University to represent and negotiate their subjective positions online. The findings of the study indicate that participants primarily communicate with their friends, families, relatives and acquaintances - people they know personally offline, in line with the theoretical position which argues that online relationships are primarily shaped by offline relationships.