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Reconnecting with the Dead Via Facebook: Examining Transcorporeal Communication

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Reconnecting with the Dead via Facebook: Examining Transcorporeal Communication as a Way to Maintain Relationships A dissertation presented to the faculty of the Scripps College of Communication of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Jocelyn M. DeGroot June 2009 © 2009 Jocelyn M. DeGroot. All Rights Reserved. This dissertation titled Reconnecting with the Dead via Facebook: Examining Transcorporeal Communication as a Way to Maintain Relationships by JOCELYN M. DEGROOT has been approved for the School of Communication Studies and the Scripps College of Communication by Laura W. Black Assistant Professor of Communication Studies B. Scott Titsworth Associate Professor of Communication Studies Gregory J. Shepherd Dean, Scripps College of Communication ii ABSTRACT DEGROOT, JOCELYN M.,Ph.D., June 2009, Communication Studies Reconnecting with the Dead Via Facebook: Examining Transcorporeal Communication as a Way to Maintain Relationships (282 pp.) Directors of Dissertation: Laura W. Black and B. Scott Titsworth The purpose of this study was to examine the grief-related communication on Facebook memorial group walls. Three research questions guided the study as I sought to explore general characteristics of messages posted, how people regarded their own participation in the groups, and characteristics of Transcorporeal Communication (TcC), the communication between the living and the deceased. To respond to the research questions, I used grounded theory methods and asynchronous online interviews. I also utilized several of Goffman’s notions of human behavior to provide a more thorough analysis of the communication in the groups. In the pilot study, I used grounded theory methods to examine messages directed to the deceased on 10 memorial group walls. Analysis of a second set of walls challenged and tested the initial themes discerned in the pilot study. This resulted in the identification of 12 message themes. In addition to writing messages to the deceased, people wrote to other group members, utilizing task and relational messages as well as identity statements. People who did not know the deceased, the Emotional Rubberneckers, also wrote on the walls. To explore people’s participation in the groups, I conducted online, asynchronous interviews with five people who wrote regularly on Facebook memorial group walls. Interviewees indicated that their relationship and communication with the iii deceased remained similar to the relationship and communication that they had with the deceased before he or she died. Wall analysis and interviews revealed that people posted messages to multiple audiences: the self, the deceased, group members and “lurkers.” Due to the numerous audiences, the wall posts served various functions. These overarching objectives included grieving, maintaining relational continuity, giving or receiving social support, and Rubbernecking. Analysis of the walls and interviews also indicated that individuals utilized a unique form of communication, TcC, as they wrote messages to the deceased. This act raised theoretical questions about the nature of the communication. I posited a model of TcC and its components, including continued bonds, the deceased’s presence, and the inner representation of the deceased. The study concludes with a discussion of its limitations and suggestions for future research. Approved: _____________________________________________________________ Laura W. Black Assistant Professor of Communication Studies _____________________________________________________________ B. Scott Titsworth Associate Professor of Communication Studies iv And Short-Leg Sue strolls down the street Hand in hand with Slow-Foot Pete, And they take small steps and they do just fine, And no one’s in front and no one’s behind --Shel Silverstein (1996, p. 35). ~ For my friends, who continue to walk beside me ~ v ACKNOWLEDGMENTS This dissertation represents patience – certainly not patience on my part, but patience of everyone around me. I want to thank those of you who have helped me throughout my education and the dissertation process, demonstrating your utmost patience with me. First, I need to thank my husband for supporting me through this entire process. I was not the most bearable person to be around, and Derrick handled me with grace and composure. His name deserves to be on the diploma as much as mine does. While he was not the one reading Buber and Bakhtin, Derrick knew who these scholars were and often tried to (unsuccessfully) throw them into everyday conversation. I must also thank my committee. Thank you to my dissertation advisors, Dr. Laura Black and Dr. Scott Titsworth. Thank you, Laura, for being so patient with my random e-mails and non-linear thought processes. I appreciate the time you took to listen to me and help me organize my thoughts. Your feedback has been invaluable. Scott, thank you for listening to my research ideas and pushing me to ask the “more interesting” questions. A thank you to my committee members, Dr. Jennifer Bute and Dr. Jennifer Chabot, for being so supportive of my research, especially when I needed a boost. I am grateful for your feedback and direction. I am thankful to my participants, deceased and alive. Your continued friendships made me realize the importance and value of my own friendships. My friends will be pleased to know that your stories of friendship made the Wizard bring me a real heart for my “tin chest.” I appreciate my interviewees taking the time to answer my questions, tough as they might have been. vi My officemates and fellow graduate students – past and present – deserve mention. They have allowed me to be myself throughout this process. Particular thanks to Heather, Stephanie, Dante, Tennley, Kenny, Stassen, Sarah, Swaff, Joe, and Natalie. The professors who had offices adjacent to mine were fantastic as well. Dr. Tom Daniels and Dr. Ben Bates deserve a round of applause for patiently answering my incessant questions and listening to my ridiculous stories. My friends from back home merit recognition for being tolerant of me as I told them stories about my time at OU. They constantly reminded me how I got here and what I needed to do to finish. Their rib-shaking stories brought me out of the academic funk when I most needed it. Beth, KH, VKY, Q, Enet, Nance, Keimig, Karie...thank you for putting up with me. Thank you also to my past teachers who have influenced my life. Joel, Nancy, and Mrs. Flaherty – you have remained my favorite teachers, and your knowledge has influenced how I approach education. Your patience with me as a young scholar is not forgotten. In addition, I must thank my parents. They have been patient and incredibly supportive throughout my 23 years of education. While they have problems identifying my major, they do know that I love my job and I love my research. Also, thanks to my sister who provided me with encouragement and Dakota Style sunflower seeds when I needed it most. Finally, thank you again to Derrick. I certainly could not have tolerated me during these 3 years. You deserve much more than a brief mention on an acknowledgements page. Thank you so much. I owe ya. vii TABLE OF CONTENTS Page Abstract .............................................................................................................................. iii Dedication ........................................................................................................................... v Acknowledgments.............................................................................................................. vi List of Tables ................................................................................................................... xiv List of Figures ................................................................................................................... xv Chapter 1: Introduction ....................................................................................................... 1 Purpose of Study ............................................................................................................. 4 Introduction to Facebook ................................................................................................ 7 Overview of Dissertation .............................................................................................. 11 Chapter 2: Literature Review ............................................................................................ 15 Central Claims .............................................................................................................. 16 Grief and Grieving ........................................................................................................ 16 Phases of Grieving .................................................................................................... 19 Shock and Numbness ............................................................................................ 20 Yearning and Searching ........................................................................................ 21 Disorganization and Despair ................................................................................. 23 Reorganization and Recovery ............................................................................... 24 Summary ............................................................................................................... 27 Conditions Affecting the Grieving Process .............................................................
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