Diverse social environments help people develop these skills because they force individuals to re-evaluate the signals they take for granted.
Of course, how children are taught about situations and impression management varies greatly by culture,[6] but these processes are regularly seen as part of coming of age.
In mediated environments, bodies are not immediately visible and the skills people need to interpret situations and manage impressions are different.
While text, images, audio, and video all provide valuable means for developing a virtual presence, the act of articulation differs from how we convey meaningful information through our bodies.
[8] In some sense, people have more control online – they are able to carefully choose what information to put forward, thereby eliminating visceral reactions that might have seeped out in everyday communication.
It was found that within culturally coded classrooms, members of this ethnic group have to perform identity in the form of behavioral signal that they are as worthy of achievement as their white peers.
[11] This also underscored that the white identity serves as the standard and that the performances often emulated it so that they form part of the how individuals from different ethnic groups assimilate.
Researchers cite that roles are performed to reenact, reimagine and even revise personal and collective history.
“Performing identity within a multicultural framework”, in Social and Cultural Geography, special issue on 'music and place', VI(2005), no.
Some Considerations on Musical Traditions and Identity”, Schweizer Jahrbuch für Musikwissenschaft, Neue Folge, XXV(2005), pp.