Gender performance in online higher education: a digital ethnography based in feminist poststructural theory

Miller, Alexandra Elizabeth (2023) Gender performance in online higher education: a digital ethnography based in feminist poststructural theory. Doctoral thesis, Northern Arizona University.

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Abstract

Drawing on a feminist poststructural theoretical framework, this study examined how students perform gender in the online classroom and how that performance impacts their understanding of and navigation of gendered power structures. There is a scarcity of feminist poststructural research in online learning; most online learning research relies on positivist assumptions. Using feminist poststructuralism ideas, such as Butler’s gender performativity, and qualitative methods provided nuanced insight into the lived experience of online students. This study employed digital ethnography methods to understand the research questions. These methods included interviews, participant observation of asynchronous and synchronous class discussions, and analysis of written communications. Two online classes from an educational technology master’s degree program were studied, one from early in the degree program and one from the end. The results of the observations indicated that many students obfuscated their identity, gender or otherwise, through adopting a formal register and revealing little personal information. However, students still found ways to manipulate their gender identity performance to increase or decrease their power in the classroom. The minimizing of one’s personal identity performance in an online classroom is problematic as many best practices of online learning rely on authentic interpersonal interaction and personalization. In addition to working towards ameliorating the lack of feminist poststructural research in online learning, this study contributed to understanding of the experience of gender oppressed individuals in online learning. This population has frequently turned to online learning for its flexibility and security but is also vulnerable to gendered power imbalances. This study explored the way gender performance can be used to navigate power dynamics in the online classroom.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	Feminism; Gender; Gender Performativity; Online Learning; Poststructuralism; Power
Subjects:	L Education > LC Special aspects of education
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Educational Specialities
Date Deposited:	24 Jul 2026 18:17
Last Modified:	24 Jul 2026 18:17
URI:	https://openknowledge.nau.edu/id/eprint/6313

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