Becoming Your “Authentic” Self: How Social Media Influences Youth’s Visual Transitions
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
By focusing attention on the ways that the media manifold fosters visual practices of presentational work for Generation Z, this article examines the active and relational nature of youth’s engagement with visual self-images during the transition between high school and university. Drawing on in-depth interviews with 35 youth between the ages of 15–22, the analysis examines how the relational contexts of family, school, and peers, alongside the socioeconomic and gendered dimensions of young people’s everyday lives work to shape the different ways that youth engage in visual processes of becoming; in terms of becoming who they are and who they want themselves to be. Findings reveal that although youth’s visual self-performances parallel contemporary theorizations of mediatization, self-identity, and visuality, I argue that more attention should be paid to the nuances of transitional moments among young people, and the precise ways in which they navigate practices of “looking,” which are tightly bound up with heightened expectations around visual performance and projection of the self.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it