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1. Sexist Slurs: Reinforcing Feminine Stereotypes Online

   https://doi.org/10.1007/s11199-019-01095-z  

   Felmlee, Diane ; Inara Rodis, Paulina ; Zhang, Amy ( November 2019 , Sex Roles)

   Social media platforms are accused repeatedly of creating environments in which women are bullied and harassed. We argue that online aggression toward women aims to reinforce traditional feminine norms and stereotypes. In a mixed methods study, we find that this type of aggression on Twitter is common and extensive and that it can spread far beyond the original target. We locate over 2.9 million tweets in one week that contain instances of gendered insults (e.g., “bitch,” “cunt,” “slut,” or “whore”)—averaging 419,000 sexist slurs per day. The vast majority of these tweets are negative in sentiment. We analyze the social networks of the conversations that ensue in several cases and demonstrate how the use of “replies,” “retweets,” and “likes” can further victimize a target. Additionally, we develop a sentiment classifier that we use in a regression analysis to compare the negativity of sexist messages. We find that words in a message that reinforce feminine stereotypes inflate the negative sentiment of tweets to a significant and sizeable degree. These terms include those insulting someone’s appearance (e.g., “ugly”), intellect (e.g., “stupid”), sexual experience (e.g., “promiscuous”), mental stability (e.g., “crazy”), and age (“old”). Messages enforcing beauty norms tend to be particularly negative. In sum, hostile, sexist tweets are strategic in nature. They aim to promote traditional, cultural beliefs about femininity, such as beauty ideals, and they shame victims by accusing them of falling short of these standards. Harassment on social media constitutes an everyday, routine occurrence, with researchers finding 9,764,583 messages referencing bullying on Twitter over the span of two years (Bellmore et al. 2015). In other words, Twitter users post over 13,000 bullying-related messages on a daily basis. Forms of online aggression also carry with them serious, negative consequences. Repeated research documents that bullying victims suffer from a host of deleterious outcomes, such as low self-esteem (Hinduja and Patchin 2010), emotional and psychological distress (Ybarra et al. 2006), and negative emotions (Faris and Felmlee 2014; Juvonen and Gross 2008). Compared to those who have not been attacked, victims also tend to report more incidents of suicide ideation and attempted suicide (Hinduja and Patchin 2010). Several studies document that the targets of cyberbullying are disproportionately women (Backe et al. 2018; Felmlee and Faris 2016; Hinduja and Patchin 2010; Pew Research Center 2017), although there are exceptions depending on definitions and venues. Yet, we know little about the content or pattern of cyber aggression directed toward women in online forums. The purpose of the present research, therefore, is to examine in detail the practice of aggressive messaging that targets women and femininity within the social media venue of Twitter. Using both qualitative and quantitative analyses, we investigate the role of gender norm regulation in these patterns of cyber aggression. 

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2. User recommendation in healthcare social media by assessing user similarity in heterogeneous network

   https://doi.org/http://dx.doi.org/10.1016/j.artmed.2017.03.002  

   Jiang, Ling ; Yang, Christopher C. ( September 2017 , Artificial intelligence in medicine)

   Objective: The rapid growth of online health social websites has captured a vast amount of healthcare information and made the information easy to access for health consumers. E-patients often use these social websites for informational and emotional support. However, health consumers could be easily overwhelmed by the overloaded information. Healthcare information searching can be very difficult for consumers, not to mention most of them are not skilled information searcher. In this work, we investigate the approaches for measuring user similarity in online health social websites. By recommending similar users to consumers, we can help them to seek informational and emotional support in a more efficient way. Methods: We propose to represent the healthcare social media data as a heterogeneous healthcare information network and introduce the local and global structural approaches for measuring user similarity in a heterogeneous network. We compare the proposed structural approaches with the content-based approach. Results: Experiments were conducted on a data set collected from a popular online health social website,and the results showed that content-based approach performed better for inactive users, while structural approaches performed better for active users. Moreover, global structural approach outperformed local structural approach for all user groups. In addition, we conducted experiments on local and global structural approaches using different weight schemas for the edges in the network. Leverage performed the best for both local and global approaches. Finally, we integrated different approaches and demonstrated that hybrid method yielded better performance than the individual approach. Conclusion: The results indicate that content-based methods can effectively capture the similarity of inactive users who usually have focused interests, while structural methods can achieve better performance when rich structural information is available. Local structural approach only considers direct connections between nodes in the network, while global structural approach takes the indirect connections into account. Therefore, the global similarity approach can deal with sparse networks and capture the implicit similarity between two users. Different approaches may capture different aspects of the similarity relationship between two users. When we combine different methods together, we could achieve a better performance than using each individual method. 

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3. Youth invisible work: the sociocultural and collaborative processes of online search and brokering between adolescents and English-language learning families

   https://doi.org/10.1108/ILS-01-2022-0004  

   Yip, Jason ; Roldan, Wendy ; Gonzalez, Carmen ; Pina, Laura R. ; Ruiz, Maria ; Vanegas, Paola ( July 2022 , Information and Learning Sciences)

   This study aims to investigate the collaboration processes of immigrant families as they search for online information together. Immigrant English-language learning adults of lower socioeconomic status often work collaboratively with their children to search the internet. Family members rely on each other’s language and digital literacy skills in this collaborative process known as online search and brokering (OSB). While previous work has identified ecological factors that impact OSB, research has not yet distilled the specific learning processes behind such collaborations. Design/methodology/approach: For this study, the authors adhere to practices of a case study examination. This study’s participants included parents, grandparents and children aged 10–17 years. Most adults were born in Mexico, did not have a college-degree, worked in service industries and represented a lower-SES population. This study conducted two to three separate in-home family visits per family with interviews and online search tasks. Findings: From a case study analysis of three families, this paper explores the funds of knowledge, resilience, ecological support and challenges that children and parents face, as they engage in collaborative OSB experiences. This study demonstrates how in-home computer-supported collaborative processes are often informal, social, emotional and highly relevant to solving information challenges. Research limitations/implications: An intergenerational OSB process is different from collaborative online information problem-solving that happens between classroom peers or coworkers. This study’s research shows how both parents and children draw on their funds of knowledge, resilience and ecological support systems when they search collaboratively, with and for their family members, to problem solve. This is a case study of three families working in collaboration with each other. This case study informs analytical generalizations and theory-building rather than statistical generalizations about families. Practical implications: Designers need to recognize that children and youth are using the same tools as adults to seek high-level critical information. This study’s model suggests that if parents and children are negotiating information seeking with the same technology tools but different funds of knowledge, experience levels and skills, the presentation of information (e.g. online search results, information visualizations) needs to accommodate different levels of understanding. This study recommends designers work closely with marginalized communities through participatory design methods to better understand how interfaces and visuals can help accommodate youth invisible work. Social implications: The authors have demonstrated in this study that learning and engaging in family online searching is not only vital to the development of individual and digital literacy skills, it is a part of family learning. While community services, libraries and schools have a responsibility to support individual digital and information literacy development, this study’s model highlights the need to recognize funds of knowledge, family resiliency and asset-based learning. Schools and teachers should identify and harness youth invisible work as a form of learning at home. The authors believe educators can do this by highlighting the importance of information problem solving in homes and youth in their families. Libraries and community centers also play a critical role in supporting parents and adults for technical assistance (e.g. WiFi access) and information resources. Originality/value: This study’s work indicates new conditions fostering productive joint media engagement (JME) around OSB. This study contributes a generative understanding that promotes studying and designing for JME, where family responsibility is the focus.

    

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4. Conspiracies Online: User Discussions in a Conspiracy Community Following Dramatic Events

   Samory, Mattia ; Mitra, Tanushree ( June 2018 , Twelfth International AAAI Conference on Web and Social Media)

   Online communities play a crucial role in disseminating conspiracy theories. New theories often emerge in the aftermath of catastrophic events. Despite evidence of their widespread appeal, surprisingly little is known about who participates in these event-specific conspiratorial discussions or how do these discussions evolve over time. We study r/conspiracy, an active Reddit community of more than 200,000 users dedicated to conspiratorial discussions. By focusing on four tragic events and 10 years of discussions, we find three distinct user cohorts: joiners, who never participated in Reddit but joined r/conspiracy only after the event; converts who were active Reddit users but joined r/conspiracy only after the event; and veterans, who are longstanding r/conspiracy members. While joiners and converts have a shorter lifespan in the community in comparison to the veterans, joiners are more active during their shorter tenure, becoming increasingly engaged over time. Finally, to investigate how these events affect users’ conspiratorial discussions, we adopted a causal inference approach to analyze user comments around the time of the events. We find that discussions happening after the event exhibit signs of emotional shock, increased language complexity, and simultaneous expressions of certainty and doubtfulness. Our work provides insight on how online communities may detect new conspiracy theories that emerge ensuing dramatic events, and in the process stop them before they spread. 

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5. WIP: Initial Investigation of Effective Teacher Professional Development Among Experienced and Non-experienced Engineering Teachers

   https://doi.org/10.18260/1-2--35547  

   Kouo, J. L. ; Dalal, M. ; Berhane, B. T. ; Ladeji-Osias, J. K. ; Reid, K. ; Beauchamp, C. ; Carberry, A. R. ; Klein-Gardner, S. S. ( June 2020 , 2020 ASEE Virtual Annual Conference Experience)

   The Bureau of Statistics identified an urgent demand for science, technology, engineering, and mathematics (STEM) professionals in the coming years. In order to meet this demand, the number of students graduating with STEM degrees in the United States needs to increase by 34% annually [1]. Engineering for US All (E4USA): A National Pilot Program for High School Engineering Course and Database is a NSF-funded first-of-its-kind initiative designed to address this national need. The E4USA project aims to make engineering more inclusive and accessible to underrepresented minorities, while increasing racial, ethnic, and gender representation in higher education and the workforce. The “for us all” mission of E4USA encompasses both students and educators. The demand for engineering educators has increased, but relying on practicing engineers to switch careers and enter teacher preparation programs has been insufficient [2, 3, 4]. This has led schools to turn to educators with limited training in engineering, which could potentially have a significant national impact on student engineering education [5, 6, 7]. Part of the E4USA pilot year mission has been to welcome educators with varying degrees of experience in industry and teaching. Paramount to E4USA was the construction of professional development (PD) experiences and a community of practice that would prepare and support teachers with varying degrees of engineering training instruction as they implemented the yearlong course. The perspectives of four out of nine educators were examined during a weeklong, intensive E4USA PD. Two of four educators were considered ‘novices’; one with a background in music and the other in history. The remaining two educators were deemed ‘veterans’ with a total of 15 years of experience as engineers and more than 20 years as engineering educators. Data sources consist of focus groups, surveys, and artifacts created during the PD (e.g., educators’ responses to reflection prompts and letters written to welcome the next cohort). Focus group data is currently being analyzed using inductive coding and the constant comparative method in order to identify emergent themes that speak to the past experience or inexperience of educators with engineering. Artifacts were used to: 1) Triangulate the findings generated from the analysis of focus group, and 2) Further understand how the veteran educators supported the novice educators. We will also use quantitative survey data to examine descriptive statistics, observed score bivariate correlations, and differences in mean scores across novices and veterans to further examine potential common and unique experiences for these educators. The results aim to highlight how the inclusion of educators with a broad spectrum of past experiences with engineering and engineering education can increase educators’ empathy towards students who may be equally hesitant about engineering. The findings from this study are expected to result in implications for how PD and a community of practice may be developed to allow for reciprocal support and mentoring. Results will inform future efforts of E4USA and aim to change the structure of high school engineering education nationwide. 

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