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It's Complicated

The Social Lives of Networked Teens

by Danah Boyd

Hardcover, 281 pages, Yale Univ Pr, List Price: $25 |


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The Social Lives of Networked Teens
Danah Boyd

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Book Summary

Surveys the online social habits of American teens and analyzes the role technology and social media plays in their lives, examining common misconceptions about such topics as identity, privacy, danger, and bullying.

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Online, Researcher Says, Teens Do What They've Always Done

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Note: Book excerpts are provided by the publisher and may contain language some find offensive.

Excerpt: 'It's Complicated'

Why do teens seem strange online?

In 2005, an Ivy League university was considering the application of a young black man from South Central Los Angeles. The applicant had written a phenomenal essay about how he wanted to walk away from the gangs in his community and attend the esteemed institution. The admissions officers were impressed: a student who overcomes such hurdles is exactly what they like seeing. In an effort to learn more about him, the committee members Googled him. They found his MySpace profile. It was filled with gang symbolism, crass language, and references to gang activities. They recoiled.

I heard this story when a representative from the admissions office contacted me. The representative opened the conversation with a simple question: Why would a student lie to an admissions committee when the committee could easily find the truth online? I asked for context and learned about the candidate. Stunned by the question, my initial response was filled with nervous laughter. I had hungout with and interviewed teens from South Central. I was always struck by the challenges they faced, given the gang dynamics in their neighborhood. Awkwardly, I offered an alternative interpretation: perhaps this young man is simply including gang signals on his MySpace profile as a survival technique.

Trying to step into that young man's shoes, I shared with the college admissions officer some of the dynamics that I had seen in Los Angeles. My hunch was that this teen was probably very conscious of the relationship between gangs and others in his hometown. Perhaps she felt as though he needed to position himself within the local context in a way that wouldn't make him a target. If he was anything like other teens I had met, perhaps he imagined the audience of his MySpace profile to be his classmates, family, and community — not the college admissions committee. Without knowing the teen, my guess was that he was genuine in his college essay. At the same time, I also suspected that he would never dare talk about his desire to go to a prestigious institution in his neighborhood because doing so would cause him to be ostracized socially, if not physically attacked. As British sociologist Paul Willis argued in the 1980s, when youth attempt to change their socioeconomic standing, they often risk alienating their home community. This dynamic was often acutely present in the communities that I observed.

The admissions officer was startled by my analysis, and we had a long conversation about the challenges of self-representation in a networked era. I'll never know if that teen was accepted into that prestigious school, but this encounter stayed with me as I watched other adults misinterpret teens' online self-expressions. I came to realize that, taken out of context, what teens appear to do and say on social media seems peculiar if not outright problematic.

The intended audience matters, regardless of the actual audience. Unfortunately, adults sometimes believe that they understand what they see online without considering how teens imagined the context when they originally posted a particular photograph or comment. The ability to understand how context, audience, and identity intersect is one of the central challenges people face in learning how to navigate social media. And, for all of the mistakes that they can and do make, teens are often leading the way at figuring out how to navigate a networked world in which collapsed contexts and imagined audiences are par for the course.

Taken Out of Context

In his 1985 book No Sense of Place, media scholar Joshua Meyrowitz describes the story of Stokely Carmichael, an American civil rights activist. In the 1960s, Carmichael regularly gave different talks to different audiences. He used a different style of speaking when he addressed white political leaders than when he addressed southern black congregations. When Carmichael started presenting his ideas on television and radio, he faced a difficult decision: which audience should he address? No matter which style of speaking he chose, he knew he'd alienate some. He was right. By using a rolling pastoral voice in broadcast media, Carmichael ingratiated himself with black activists while alienating white elites.

Meyrowitz argues that electronic media like radio and television easily collapse seemingly disconnected contexts. Public figures, journalists, and anyone in the limelight must regularly navigate disconnected social contexts simultaneously, balancing what they say with how their diverse audiences might interpret their actions. A context collapse occurs when people are forced to grapple simultaneously with otherwise unrelated social contexts that are rooted in different norms and seemingly demand different social responses. For example, some people might find it quite awkward to run into their former high school teacher while drinking with their friends at a bar. These context collapses happen much more frequently in networked publics.

The dynamics that Meyrowitz describes are no longer simply the domain of high-profile people who have access to broadcast media. When teens interact with social media, they must regularly contend with collapsed contexts and invisible audiences as a part of everyday life. Their teachers might read what they post online for their friends, and when their friends from school start debating their friends from summer camp, they might be excited that their friend groups are combining—or they might find it discomforting. In order to stabilize the context in their own minds, teens do what others before them have done: just like journalists and politicians, teens imagine the audience they're trying to reach. In speaking to an unknown or invisible audience, it is impossible and unproductive to account for the full range of plausible interpretations. Instead, public speakers consistently imagine a specific subset of potential readers or viewers and focus on how those intended viewers are likely to respond to a particular statement. As a result, the imagined audience defines the social context. In choosing how to present themselves before disconnected and invisible audiences, people must attempt to resolve context collapses or actively define the context in which they're operating.

Excerpted from It's Complicated by Danah Boyd. Copyright 2014 by Danah Boyd. Excerpted by permission of Yale University Press.