ACM Transactions on Information Systems (TOIS) - Special issue on social science perspectives on IS
The Psychology of the Internet
The Psychology of the Internet
Education On-Line: What's In It for Women?
Proceedings of the IFIP TC9/WG9.1 Seventh International Conference on Woman, Work and Computerization: Charting a Course to the Future
Data mining emotion in social network communication: Gender differences in MySpace
Journal of the American Society for Information Science and Technology
Power structures in dialogues on the net: with group composition considered
International Journal of Web Based Communities
Understanding children's behavior in an asynchronous video-mediated communication environment
Personal and Ubiquitous Computing
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This research examined students' language use and interaction styles in text-based, computer-mediated discussion groups. The contributions of 197 introductory psychology students (149 females, 48 males) participating in asynchronous computer-mediated communication (CMC) were collated. Both quantitative and qualitative methods were used, under the methodological framework of qualitative content analysis [Mayring, P. (2000). Qualitative Content Analysis. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research [online] 1. http://qualitative-research.net/fqs-e/2-00halt-e.htm Accessed 10.06.2001]. A coding system, which incorporated the creation of 'supercodes', was developed using Atlas.ti 4.2 and used to code 699 student postings in total. The frequencies of coded categories were analysed using @g^2 statistics in SPSS 10. It was found that males and females were similar regarding use of individual linguistic variables, with the exception of intensifiers as more females used them than males. However, significant gender differences were found in use of many of the stylistic variables and the supercode analysis showed overall gender-related patterns in interaction styles. Males were more likely to use authoritative language and to respond negatively in interactions, than females. On the other hand, females were more likely to explicitly agree and support others and make more personal and emotional contributions, than males. The results suggest that gendered power differentials may carry over into online contexts, which has implications for the use of CMC in education.