Gender, language and CMC for education

Research into the role of gender in computer-mediated communication (CMC) interactions is reviewed to criticise the frequent claim that CMC is free from gender-based inequalities due to the lack of face-to-face cues.

Abstract

This paper overviews research into the role of gender in computer-mediated communication (CMC) interactions. It uses linguistic and sociological research to criticise the frequent claim that CMC is free from gender-based inequalities due to the lack of face-to-face cues. In examining the research to date, the paper makes clear the important role of social context in both providing and limiting opportunities for equality in instructional interactions taking place via CMC systems.