The masquerade: Gender, identity, and writing for the web

Abstract

This article explores the nature of gender in cyberspace by reporting a case study of two classes that used online posting of student papers to facilitate peer response critiquing. When posting their papers, students could use their real identities or pseudonyms. In the study, we track online responses, breaking them down by gender and identity. The diversity of pseudonyms chosen, the way those choices impacted students' writing, and the types of responses generated by both pseudonyms and real names are examined. The nature of the pseudonym selection process and its implications for Web-based writing are also considered. This investigation sheds light on a number of important Internet writing issues. First, it reveals how some students feel disempowered by their own gender, in particular how many women may feel that choosing a male pseudonym is necessary for credibility. Second, it sheds light on the readers' responses to particular identities. Finally, we consider the significance of gender choices in terms of classroom conflict.