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ERIC Number: ED528932
Record Type: Non-Journal
Publication Date: 2011
Pages: 260
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1246-2153-1
Droppin' Knowledge: Black Women's Communication and Informal Learning in an Online Community
Steptoe, Leslye Carynn
ProQuest LLC, Ph.D. Dissertation, University of Colorado at Boulder
The experiences of black women offer a unique perspective on how life is lived at the juncture of race and gender in the United States. This case study of an online community for black women centers on the site's potentiality as an online learning community as well as a uniquely black woman's space. It also explores interrelated aspects of learning and identity development. Using the Transcript Analysis Tool (TAT), multiple perspectives on the fundamental characteristics of learning communities, and information on common features of black communication, I analyzed 1,593 message board posts for insight into the ways in which black women use informal communication and collaborative behaviors on the site. I discovered that while the site was a dynamic distributed learning community of culture, it also featured several unique structural characteristics (e.g. a high level of identity management, private ownership, explicit status categories, commercial interests, etc.) which made it quite different from conventional online learning communities. I also found the women rejected anonymity on the internet and instead embraced their reality as black women in order to create enhanced opportunities for culturally-relevant learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A