Burgess,
Kimberly R. "Social Networking Technologies as Vehicles of Support for
Women in Learning Communities." New
Directions for Adult and Continuing Education. 122 (2009): 63-71. Web. 28
May 2014.
Burgess focuses on challenges facing women in online
(OL) classes, and suggests using social networks as a means to counteract the “male,
patriarchal, communication paradigm” of most OL instructional designs (63) and
to complement the inclusive, peer-based style women prefer (63). The article
provides context about women, social capital, and networking, and then considers
methods for and implications of incorporating social networking into OL classes.
The focus on “data and rationality” in OL design means
those “socialized to value relationships and connections are marginalized” (63).
Women tend to use relationships for support rather than leveraging them for advancement.
While men have long used professional networking (“weak ties”) to career build,
women tend to network with women they know socially or familially (“strong ties”).
Burgess suggests OL spaces that are “interactive, user-driven, and spontaneous”
(65) such as blogs can form a network for women. The potential anonymity of virtual
identity allows for advice seeking that may not feel wise, safe, or relevant in
more formal spaces, and women “can express themselves authentically, free from
social cues and the hierarchy and domination of male-centered spaces” (65).
However, as Burgess points out, this is problematic.
Privileging women and eliminating men is not realistic nor does it mean safety.
She cites the work of E.J. Tisdell who argues this construction of safety ignores
other forms of power and is one of white privilege (66). Anonymity and virtual
identities also mean there a woman-only space cannot be guaranteed. The
separation of spaces may “exacerbate the inequalities between men’s and women’s
networks” (66). It may also replicate an existing inequity in mentoring where
by men get one-to-one professional mentoring and women get safe zones.
Bringing social networking into OL classes assists women
in increasing social capital in two key ways. It increases instrumental,
affective, and access networks, and emphasizes building “weak ties” (66). Burgess
offers several strategies: Create external profiles and follow each other; define
community early in the course; create a class network outside the course formal
space; blog to reflect; model networking in class activities; and build sources
of future capital. Burgess stresses that instructors should “not create or
encourage participation in networks that reproduce current systems of privilege”
(69).
While the article doesn’t focus on OWI per se, many
of Burgess’s strategies inherently involve OL writing and community building. My
OWI nursing class is likely to be predominantly female -- some f2f sections were
100%. In light of the OL hostility that women often experience and as a product
of single-sex education myself, I was interested in the benefits of women only
spaces; however, I agree with Burgess that, ultimately, segregated spaces are counterproductive.
Equipping women with social capital through their OL
classes is a sound goal, but her ideas are beneficial for all students. I’d
recommend this article to colleagues who’d appreciate a refresher in some of
the networking challenges faced by women, and who are looking for community-building
suggestions for their OL classes.
This is fascinating research Sarah, as I really hadn’t thought of the distinction of gender in my online classes and how it might affect their participation or postings? I also wonder if this is less of a problem in an online writing class over a more heavily male-gendered business or technology class where the discussions are less based on literature or reading responses, in situations where females might be outnumbered and less likely to speak up in a class?
ReplyDeleteI don’t think, as you noted that single sex classrooms or spaces are necessarily the answer, in that they can be counterproductive, as Burgess noted and not reflect the realities of the workplace. “Social capital” as a technique in a OL classroom can benefit everyone, but I also think that an online classroom space is a learning opportunity and it’s the instructor’s responsibility to model appropriate commenting and frame the discussions so that all students feel safe to post without judgment or hostility. Hmmm…maybe I automatically set-up my classes that way because I am female and already recognize the necessity?
I think this was a fascinating essay. There have been a lot of studies about a “feminine” style in writing and bringing this argument to teaching online certainly merits attention. I think I tend to side with Burgess, in that I do think that women generally have a different communication style than men. As we’ve looked at in class, social networking has not only become a part of our daily lives, but can have tremendous value in writing pedagogy as well.
ReplyDeleteYet, I do question her sense that the anonymity of virtual identity being a boon to women. While I agree that it may offer a greater sense of freedom, at the same time, I can’t help but think that women should have the opportunity to express themselves genuinely and openly, without having to lean on the support of being anonymous, simply because they’re female. Granted, that may still (sadly) seem a tad utopic, but as we all know, there is still progress that can be made both in women’s, as well as other minority, movements. We’re still not quite where we need to be in our contemporary world.
It is an interesting proposal, though, of combining a woman’s natural communication style, with social networking, and creating “safe spaces.” I find myself wondering how males would approach its use and how/if they would somehow appropriate the same space and morph it into something that has a more “masculine” sense. And ultimately, I agree with you that creating segregated spaces would indeed be counterproductive. As writing instructors, I think one of our goals is teaching the most effective techniques for communication in diverse, discursive spaces.