Abstract :
Using a discursive approach, this study explores the ways that adolescents construct the
notion of social status and ‘being privileged’ through their talk about musician role models.
Drawing on social identity theory (see Tajfel, 1978), we examined how adolescents moved
between the relational ‘in’ and ‘out’ groups of being privileged versus being disadvantaged
as a framework for discussing classical and popular musician role models. Seven focus
groups were conducted, each composed of male and female adolescent musicians and
non-musicians aged 14–15 years. Participants were asked to discuss 19 pictures of famous
classical and popular musicians, commenting on whether they were familiar or unfamiliar
figures, and whether they were liked or disliked and the reasons why. Through their talk, the
adolescents constructed and negotiated a complex understanding of musical subcultures,
whereby high levels of expertise and success were perceived within the notion of privilege.
Findings suggest that adolescents’ perceptions of privilege may act as a barrier or constraint
to their exploration of alternative conceptualisations of musical expertise and success,
thereby limiting their own musical aspirations.
