The management of LGBTQ+ identities on social media: A student perspective
Authors: Talbot, C.V., Talbot, A., Roe, D.J. and Briggs, P.
Journal: New Media and Society
Volume: 24
Issue: 8
Pages: 1729-1750
eISSN: 1461-7315
ISSN: 1461-4448
DOI: 10.1177/1461444820981009
Abstract:Social media can be used to both enhance and diminish students’ experiences of university and its influence is strong for lesbian, gay, bisexual, transgender, queer and other non-heterosexual and gender-diverse (LGBTQ+) people facing stigma and discrimination. Students may feel exposed when identifying as LGBTQ+, particularly while transitioning to university life. In this study, we used theories of performance and digital personhood to explore how LGBTQ+ students use social media for identity management. We report a thematic analysis of 16 interviews. Four themes were generated from the data, showing that students use social media to explore, conceal, protect and express their identities. We found that different social media provide stages where LGBTQ+ identities are constrained by different and distinctive social factors. Thus, LGBTQ+ students’ online identities are multiple, situated and bound to specific platforms, with some alternatives to Facebook offering a space where students may feel more comfortable performing their authentic selves.
https://eprints.bournemouth.ac.uk/34879/
Source: Scopus
The management of LGBTQ plus identities on social media: A student perspective
Authors: Talbot, C.V., Talbot, A., Roe, D.J. and Briggs, P.
Journal: NEW MEDIA & SOCIETY
Volume: 24
Issue: 8
Pages: 1729-1750
eISSN: 1461-7315
ISSN: 1461-4448
DOI: 10.1177/1461444820981009
https://eprints.bournemouth.ac.uk/34879/
Source: Web of Science (Lite)
The Management of LGBTQ+ Identities on Social Media: A Student Perspective
Authors: Talbot, C., Talbot, A., Danielle, R. and Pam, B.
Journal: New Media and Society
Volume: 24
Issue: 8
Pages: 1729-1750
Publisher: SAGE
ISSN: 1461-4448
DOI: 10.1177/1461444820981009
Abstract:Social media can be used to both enhance and diminish students’ experiences of university and its influence is strong for LGBTQ+ people facing stigma and discrimination. Students may feel exposed when identifying as LGBTQ+, particularly whilst transitioning to university life. In this study, we used theories of performance and digital personhood to explore how LGBTQ+ students use social media for identity management. We report a thematic analysis of 16 interviews. Four themes were generated from the data, showing that students use social media to explore, conceal, protect, and express their identities. We found that different social media provide stages where LGBTQ+ identities are constrained by different and distinctive social factors. Thus, LGBTQ+ students’ online identities are multiple, situated, and bound to specific platforms, with some alternatives to Facebook offering a space where students may feel more comfortable performing their authentic selves.
https://eprints.bournemouth.ac.uk/34879/
Source: Manual
The Management of LGBTQ+ Identities on Social Media: A Student Perspective
Authors: Talbot, C.V., Talbot, A., Roe, D.J. and Briggs, P.
Journal: New Media and Society
Volume: 24
Issue: 8
Pages: 1729-1750
ISSN: 1461-4448
Abstract:Social media can be used to both enhance and diminish students’ experiences of university and its influence is strong for LGBTQ+ people facing stigma and discrimination. Students may feel exposed when identifying as LGBTQ+, particularly whilst transitioning to university life. In this study, we used theories of performance and digital personhood to explore how LGBTQ+ students use social media for identity management. We report a thematic analysis of 16 interviews. Four themes were generated from the data, showing that students use social media to explore, conceal, protect, and express their identities. We found that different social media provide stages where LGBTQ+ identities are constrained by different and distinctive social factors. Thus, LGBTQ+ students’ online identities are multiple, situated, and bound to specific platforms, with some alternatives to Facebook offering a space where students may feel more comfortable performing their authentic selves.
https://eprints.bournemouth.ac.uk/34879/
Source: BURO EPrints