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