Usos y beneficios de las redes sociales para gestionar la identidad transclaves para comprender el desarrollo identitario del alumnado de educación superior

  1. Cepa-Rodríguez, Estibaliz 1
  2. Martxueta Pérez, Aitor 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
Revista de investigación educativa, RIE

ISSN: 0212-4068,  1989-9106

Año de publicación: 2024

Volumen: 42

Número: 1

Páginas: 115-129

Tipo: Artículo

DOI: 10.6018/RIE.545981 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: Revista de investigación educativa, RIE

Objetivos de desarrollo sostenible

Resumen

The use of social media among trans people to explore their identity and seek support is growing; however, the Spanish educational literature still presents serious gaps in the understanding of this phenomenon. The main objective of this study is to analyze the use and management of trans identity in social networks of higher education students. 29 trans people have been interviewed to learn about their personal and interpersonal behaviors and customs on virtual platforms. The results confirm that these people make strategic use of online spaces. They carefully select the platforms and establish behaviors adjusted to their possibilities to guarantee experiences that successfully respond to their identity needs: 1) They create several profiles on the same platform (Facebook, Instagram, etc.) or maintain different accounts on various social networks; 2) They make different presentations of their identity in each account or, sometimes, they use a specific profile to present their trans identity; 3) They carefully study and choose the content they share or publish, including their network of contacts. The conclusions show that the protection strategies employed by trans users do not refer solely and exclusively to the presentation of their non-normative identity, but include a series of movements associated with the content and the characteristics of the network. In this sense, they also underline the need to familiarize educational agents with this issue and offer some implications. 

Referencias bibliográficas

  • Andalibi, N. (2019). What happens after disclosing stigmatized experiences on identified social media: Individual, dyadic, and social/network outcomes. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (1-15). ACM. https://doi.org/10.1145/3290605.3300367
  • Araña, M. (18 de julio de 2022). Redes sociales más utilizadas por jóvenes en 2022. ACANAE. https://www.acanae.org/redes-sociales-mas-utilizadas-jovenes-2022/
  • Barquín, A., Arratibel, N., Quintas, M. y Alzola, N. (2022). Percepción de las familias sobre la diversidad socioeconómica y de origen en su centro escolar. Un estudio cualitativo. Revista de Investigación Educativa, 40(1), 89-105. http://dx.doi.org/10.6018/rie.428521
  • Bradley, C. (2020). Transphobic Hate Crime Report 2020. Galop.
  • Buss, J., Le, H. y Haimson, O. L. (2022). Transgender identity management across social media platforms. Media, Culture & Society, 44(1), 22-38. https://doi.org/10.1177/01634437211027106
  • Carrasco, M. y Kerne, A. (2018). Queer visibility: Supporting LGBT+ selective visibility on social media. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (1-12). ACM. https://doi.org/10.1145/3173574.3173824
  • Cavalcante, A. (2016). I did it all online: Transgender identity and the management of everyday life. Critical Studies in Media Communication, 33(1), 109-122. http://doi.org/10.1080/15295036.2015.1129065
  • Cho, A. (2017). Default publicness: Queer youth of color, social media, and being outed by the machine. New Media & Society, 20(9), 3183-3200. https://doi.org/10.1177/1461444817744784
  • DeVito, M. A., Walker, A. M. y Birnholtz, J. (2018). Too gay for Facebook: Presenting LGBTQ+ identity throughout the personal social media ecosystem. In Proceedings of the ACM on Human-Computer Interaction (1-23). ACM. https://doi.org/10.1145/3274313
  • DiMicco, J. M. y Millen, D. R. (2007). Identity management: multiple presentations of self in Facebook. In GROUP ’07: Proceedings of the 2007 international ACM conference on supporting group work, 383-386.
  • Escobar-Viera, C. G., Whitfield, D. L., Wessel, C. B., Shensa, A., Sidani, J. E., Brown, A. L., Chandler, C. J., Hoffman, B. L., Marshal, M. P. y Primack, B. A. (2018). For better or for worse? A systematic review of the evidence on social media use and depression among lesbian, gay, and bisexual minorities. JMR Mental Health, 5(3), e10496. https://doi.org/10.2196/10496
  • Farber, R. (2017). ‘Transing’ fitness and remapping transgender male masculinity in online message boards. Journal of Gender Studies, 26(3), 254-268. https://doi.org/10.1080/09589236.2016.1250618
  • FRA –Agencia de los Derechos Fundamentales de la Unión Europea-. (2020). A long way to go for LGBTI equality. FRA.
  • García-Berbén, A. B., Álvarez, G. y Barozzi, S. (2018). Formación del profesorado universitario para la diversidad afectivo sexual. In Avances en democracia y liderazgo distribuido en educación: Actas del II Congreso internacional de liderazgo y mejora de la educación (pp. 167-169). Red de Investigación sobre Liderazgo y Mejora de la Educación.
  • Gil, R. y Calderón, D. (2021). El uso de las redes sociales en educación: una revisión sistemática de la literatura científica. Digital Education Review, 40, 82-109.
  • Goffman, E. (1959). Presentation of Self in Everyday Life. Doubleday Anchor Books.
  • Haimson, O. L. y Veinot, T. C. (2020). Coming out to doctors, coming out to ‘everyone’: Understanding the average sequence of transgender identity disclosures using social media data. Transgender Health, 5(3), 158-165. https://doi.org/10.1089/trgh.2019.0045
  • Haimson, O. L., Dame-Griff, A., Capello, E. y Richter, Z. (2021). Tumblr was a trans technology: the meaning, importance, history, and future of trans technologies. Feminist Media Studies, 21(3), 345-361. https://doi.org/10.1080/14680777.2019.1678505
  • Hanckel, B., Vivienne, S., Byron, P., Robards, B. y Churchill, B. (2019). ‘That’s not necessarily for them’: LGBTIQ+ young people, social media platform affordances and identity curation. Media, Culture & Society, 41(8), 1261-1278. https://doi.org/10.1177/0163443719846612
  • Kemp, S. (9 de febrero de 2022). Digital 2022: Spain. DataReportal. https://wearesocial.com/es/blog/2022/01/digital-2022/
  • Kemp, S. (21 de octubre de 2021). Digital 2021 October global statshot report. DataReportal. https://datareportal.com/reports/digital-2021-october-global-statshot
  • Khan, F., Xiangyun, S. y Khan, K. U. (2019). Social media affordances and information sharing: An evidence from Chinese public organizations. Data and Information Management, 3(3), 135-154. https://doi.org/10.2478/dim-2019-0012
  • Mahowald, L., Gruberg, S., Halpin, J. (2020). The State of the LGBTQ Community in 2020. Center for American Progress.
  • Marín, V. y Cabero, J. (2019). Las redes sociales en educación: desde la innovación a la investigación educativa. RIED. Revista Iboeroamericana de Educación a Distancia, 22(2), 25-33.
  • McInroy, L. B., McCloskey, R. J., Craig, S. L. y Eaton, A. D. (2019). LGBTQ+ youths community engagement and resource seeking online versus offline. Journal of Technology in Human Services, 37(4), 315-333. https://doi.org/10.1080/15228835.2019.1617823
  • McLoughlin, C. y Lee, M. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007 (pp. 664-675). Centre for Educational Development.
  • Nabity-Grover, T., Cheung, C. M. y Thatcher, J. B. (2020). Inside out and outside in: How the COVID-19 pandemic affects self-disclosure on social media. International Journal of Information Management, 55, 102188. https://doi.org/10.1016/j.ijinfomgt.2020.102188
  • Ross, L. E., Salway, T., Tarasoff, L. A., MacKay, J. M., Hawkins, B. W. y Fehr, C. P. (2018). Prevalence of depression and anxiety among bisexual people compared to gay, lesbian, and heterosexual individuals. A systematic review and meta-analysis. The Journal of Sex Research, 55(4-5), 435-456. https://doi.org/10.1080/00224499.2017.1387755
  • Ruiz-Olabuénaga, J. I. (2007). Metodología de la investigación cualitativa. Universidad de Deusto.
  • Tuah, K. M. y Mazlan, U. S. (2020). Twitter as safe space for self-disclosure among Malaysian LGBTQ youths. Malaysian Journal of Communication, 36(1), 436-448. https://doi.org/10.17576/JKMJC-2020-3601-25
  • UNICEF. (8 de febrero de 2022). Los adolescentes están muy ligados a la tecnología, pero ¿sabemos cómo la utilizan? UNICEF. https://www.unicef.es/noticia/adolescentes-y-tecnologia-como-la-utilizan
  • Vivienne, S. (2016). Digital Identity and Everyday Activism: Sharing Private Stories with Networked Publics. Palgrave Macmillan.
  • Vogels, E. A., Gelles-Watnick, R. y Massarat, N. (2022). Teens, Social Media and Technology 2022. Pew Research Center. https://www.pewresearch.org/internet/2022/08/10/teens-social-media-and-technology-2022/
  • Xiao, S., Metaxa, D., Park, J. S., Karahalios, K. y Salehi, N. (2020). Random, messy, funny, raw: Finstas as intimate reconfigurations of social media. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (1-18). ACM. http://doi.org/10.1145/3313831.3376424
Fuente de los datos: Dialnet