This study explored young female and male adolescents' engagement with everyday activities involving popular music and their corresponding emotional perceptions. Sixty-six Grade 8 students (37 females, 29 males), aged 13–14 years from mostly White, English-speaking middle-class families near an urban centre in Western Canada completed a list of daily activities that involved popular music and corresponding personal meanings. Responses were coded according to emergent themes including emotional/value, physical, social/cultural, cognitive/competence and moral/spiritual experiences. Content analyses of personal music definitions showed that for all adolescents, a greater number of youth referred to popular music as an emotional or spiritual experience as compared to a cognitive/competence and physical experiences. Implications for gender-inclusive and developmentally appropriate education are discussed.
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