The Gendered Blogosphere: Examining Inequality using Network and Feminist Theory

Harp, Dustin; Tremayne, Mark

doi:10.1177/107769900608300202

Cited by 83 publications

(48 citation statements)

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“…These results were not surprising given that a gender gap in general Internet users existed until the late 1990s in the US. Research since then, however, continues to identify a gender gap in political talk online (Stromer-Galley, 2002c;Stromer-Galley, 2002a;Harp & Tremayne, 2006;Trammell & Keshelashvili, 2005). 1 A gap also exists in European countries, including Germany (Albrecht, 2006), the Netherlands (Hagemann, 2002;Jankowski & van Selm, 2000), and Denmark (Jensen, 2003a).…”

Section: Who Talksmentioning

confidence: 99%

“…Only one study has systematically investigated why women are not co-equal participants in the online discussion arena of blogs. Harp and Tremayne (2006) found that women were less likely to be top political bloggers in the US, in part because male bloggers do not link or draw attention to female political bloggers, unless they are also engaging in sexualized talk. These two studies suggest a "boy's club" exists online making it difficult for women to join in the conversation; When they do, they are belittled, attacked, and sexualized.…”

Section: Who Talksmentioning

confidence: 99%

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Political Discussion Online

Stromer‐Galley

Wichowski

2011

The Handbook of Internet Studies

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In 2002, soon after the US and its allies went to war in Iraq, Nicholas Thompson wrote an opinion column for the Boston Globe on the then current state of online political conversation. The headline of Thompson's article spoke volumes about his opinion of online talk: "Freedom to Flame. Online Political Chat is an Insult to Democracy." He argued that online political conversation is "sophomoric," ranting, full of insults, and "an insult to democracy."Thompson's views likely resonate with many who have spent time engaged in online discussions of a political, social, or policy issue. In the US, as in Europe, it is a common view that online talk is far from the ideals of what political conversation should be. Instead of carefully thought out and reasonably argued positions, we see hastily written, irrational, or poorly argued posts. Instead of a willingness to hear the other side, we see a willingness to attack the other side.Why then do academics bother studying online political conversation? In the early days of Internet studies, as the Internet was diffusing, there was great optimism about what this new communication technology could offer. Specifically, the channel characteristics of the Internet -the ability to bridge vast distances, to connect diverse people together, to bring together the like-minded, and to do so quickly and relatively easy -seemed to promise a new means for people to hash through the tough problems facing communities, nation-states, and the globe.The reality, as is usually the case, is starkly different from the hope and the hype. Several studies have been conducted over the years, including some from the first author of this chapter, to help paint a picture of who spends time talking politics online, why they do it, and whether or not such conversations are any good for those who participate and for their societies. The studies provide a complex portrait of people, motives, and quality of conversation. Sometimes it looks exactly as Thompson described in his editorial piece. Sometimes, though, it is better.This chapter details that research and its significance. Before that, however, it is necessary to step back and consider why scholars should even contemplate online political conversation in the first place, and, specifically, why political talk The Handbook of Internet Studies Edited by Mia Consalvo and Charles Ess

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Section: Who Talksmentioning

confidence: 99%

Section: Who Talksmentioning

confidence: 99%

Political Discussion Online

Stromer‐Galley

Wichowski

2011

The Handbook of Internet Studies

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“…Despite the promising power of digital technologies in education, questions related to literacy, misinterpretation, propagandizing, and integrity remain critical (Brooks, 2003;Harp & Tremayne, 2006;McPherson, 2006). Thus, RBL emerges as an alternative to close the gap between the power of digital technologies and these questions.…”

Section: Case Of Resource Based Learning In Educationmentioning

confidence: 99%

Resource Based Learning for Teaching and Learning English in Digital Environments

Iqdami

2016

Register J.

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This paper presents a conceptual framework on the implementation of Resource Based Learning (RBL) in English as a Foreign Language (EFL) class. Resource based learning emerges as the proponent of constructivism as well as a response to the rapid development of information and communication technology (ICT) and its influence in education. Digital technologies pose potential opportunities in changing the face of education. The affordances of digital technologies empower more student-centered learning and more accessible educational information. Teaching English for foreign learners is dynamic and requires innovations. Admittedly, most English learners in Indonesia need more exposure to authentic English learning resources, and digital technologies are very potential in accommodating their needs. Resource based learning sets an innovative framework and systematic approach for English educators in designing digital technology-based instructions.

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“…More recently, Coleman & Yochim (2008) have explored the 'symbolic annihilation of race'. The symbolic annihilation of Black women in the mainstream media as a consequence of intersectional invisibility is not necessarily remedied in the blogosphere as gender inequalities in the blogosphere do exist (Chen, 2011;Gregg, 2006;Harp & Tremayne 2006;Herring et al 2004;Pedersen, 2008). However, by utilising blogs as a strategy for voicing, Black women are able to experience discursive power on the internet.…”

Section: Voice and Visibilitymentioning

confidence: 99%

Alternative Voices, Alternative Spaces: Counterhegemonic Discourse in the Blogosphere

Gabriel¹

2015

Media, Margins and Civic Agency

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Abstract:In 21st-century Britain, racial inequality remains deeply embedded in the fabric of society (Institute for Public Policy Research, 2010), and people of colour remain at the margins of the mainstream media that often perpetuate inequalities through misrepresentation or exclusion. This chapter examines how blogs are used by African Caribbean people as a discursive medium through which raced and gendered identities are contested, reconfigured and enacted within the blogosphere. Hailed as a revolutionary, democratic space, the blogosphere also maintains raced and gendered inequalities found offline and reproduces unequal power relations (Cammaerts, 2008;Kellner, 2000;Papacharissi, 2002;Schradie, 2012). Despite such limitations, as this chapter highlights, the blogosphere is still appropriated as a medium for selfrepresentation to cultivate symbolic power through their own constructions of Black identity.2

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The Gendered Blogosphere: Examining Inequality using Network and Feminist Theory

Cited by 83 publications

References 0 publications

Political Discussion Online

Political Discussion Online

Resource Based Learning for Teaching and Learning English in Digital Environments

Alternative Voices, Alternative Spaces: Counterhegemonic Discourse in the Blogosphere

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