To Post, or Not to Post? Exploring Adjunct Faculty and Staff Social Media Use Among a Converged Mixed Audience A thesis submitted to the Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Communication of the College of Arts and Sciences by Katelyn Ritchie 2018 B.A. The Ohio State University June 2010 Committee Chair: N. A. Jennings, Ph.D. Committee Members: P. F. Chang, Ph.D. and E. S. Jenkins, Ph.D. Abstract This study explores how adjunct faculty and staff use social media among a converged mixed audience. With social networking sites (SNSs) serving as digital spaces where various social spheres often converge, the result can dramatically impact how an individual presents oneself and can even negatively impact one’s behavior culminating in self-withdrawal. Specifically, through in-depth interviews, the present research seeks to understand how adjunct faculty and staff self-present among a collapsed audience, or “context collapse” (Marwick & boyd, 2011); the different concerns and challenges they face; and how a collapsing of audiences can lead to self-withdrawal. Results of the present study suggest that context collapse is occurring frequently on adjunct faculty and staff members’ social media accounts—particularly the blurring of personal and professional boundaries. However, SNS platforms are found to not only serve as sites of context collapse but also afford tools to restore context by allowing users to segment audiences. This study finds support for audience segmentation strategies covered in existing literature, but also expands overall methods to include Facebook groups and lists. In addition, participants were classified along a continuum into four different behavioral categories, including: Strict Separators, Savvy Segmenters, Positive PG Posters, and Reluctant Participants. Future avenues for further research around adjunct faculty and staff, the blurring of personal and professional boundaries, and self-withdrawal are also discussed. Keywords: Self-Presentation, Social Networking Sites, SNSs, Context Collapse, Self- Withdrawal, Audience Segmentation, Adjunct Faculty, Staff ii iii Acknowledgements I would like to first thank my thesis committee, Dr. Nancy Jennings, Dr. Pamara Chang and Dr. Eric Jenkins, for their helpful input, advice and encouragement to help make this research study a success. I feel honored to have been able to learn from each one of you. Eric, you were the first to believe in me as a graduate student, and I am forever grateful for that. Additionally, I would like to express tremendous gratitude toward my thesis committee chair, Dr. Jennings, who served as more than an advisor but as a mentor. Nancy, thank you for patiently answering my many questions throughout this journey, going above and beyond to offer help and guidance, and for being a true joy to work with. I cannot thank you enough for your constant support and enthusiastic encouragement. Additionally, I must thank my family—both immediate and in-law. To have all of you rooting for me has made all the difference in making it through. Mom and Dad, your modelling of work ethic and perseverance is potentially the greatest gift that can be bestowed. Because of you both, I know if I dig deep enough I can accomplish anything. Finally, to my biggest champion, my amazing husband. No words will ever be able to express how grateful I am for you and your support. You are always there for me, especially when facing my biggest hurdles. Your steadfast love, support and hard work continue to inspire me. Thank you for believing in me and cheering me on all the way through the finish line. May our adventure ever-continue. iv Table of Contents Introduction .................................................................................................................. 1 Chapter 1: Literature Review ....................................................................................... 3 Confronting Collapsed Contexts on SNSs .................................................................... 3 Imagining the Audience ............................................................................................... 6 Presenting the Self (In)Appropriately ........................................................................... 8 Self-Presentation Defined ........................................................................................ 8 Self-Presentation Online ........................................................................................ 11 Issues of Privacy and Self-Withdrawal ...................................................................... 13 Self-Presentation on SNSs in Higher Education ......................................................... 16 Research Questions .................................................................................................... 17 Chapter 2: Method ...................................................................................................... 21 Participants ................................................................................................................ 21 Recruitment ............................................................................................................... 23 Procedure................................................................................................................... 24 Measures ................................................................................................................... 26 Data Analysis ............................................................................................................ 26 Chapter 3: Results ....................................................................................................... 27 General SNS Use ....................................................................................................... 28 Managing Self-Presentation ....................................................................................... 29 Challenges and Concerns ........................................................................................... 35 Collapsed Contexts and Self-Withdrawal ................................................................... 43 Chapter 4: Discussion ................................................................................................. 50 Spectrum of Behavior ................................................................................................ 52 Self-Presentation Theory on SNSs ............................................................................. 60 Limitations and Future Research ................................................................................ 69 Conclusion ................................................................................................................. 71 References ................................................................................................................... 72 Appendices .................................................................................................................. 77 v List of Tables Table 1: Research Participants ................................................................................... 22 Table 2: Sample Responses to Feeling Pressure to Use Facebook or Twitter for Work/Professional Purposes ....................................................................................... 42 vi Introduction: An Increasingly Connected World Technology has always played a major role in shaping how communities are composed and function. Paper and writing revolutionized how people think, record, learn, and communicate (Ong, 2013); the printing press impacted the accessibility and distribution of books and other printed materials, as well as literacy rates in the U.S. (Postman, 1985); and the Internet changed how we work, spend leisure time, conduct research, and even connect with friends or family members. Technology continues to advance and evolve, and society adjusts accordingly in light of the latest developments. In today’s world, more and more of personal and professional life take place online. According to the Pew Research Center, 86% of U.S. adults claimed to currently use the Internet (Greenwood, Perrin & Duggan, 2016). The same study found that of those U.S. adults who are “online,” 79% currently use Facebook—the most common social media platform reported—with more than three-quarters (76%) reporting daily use. That is, as the number of Americans using the Internet has increased in recent years, so has the number of people using social media. In a separate Pew Research Center report, 77% of U.S. adults reported owning a smartphone, which is an increase from 35% reported in 2011, just six years ago (Rainie & Perrin, 2017). With such widespread adoption of smartphones, it has never been easier for individuals to scroll through their Facebook, Twitter, or other social media feeds to see the latest news headlines and updates from friends or to grow their professional network by connecting with their latest contacts. With so many Americans online and using social media for both personal and professional reasons, it comes as no surprise that overlap exists between these two worlds. Due to overlapping personal and professional personas, as well as a blending of potential audiences, social networking sites (SNSs) can be a difficult terrain to navigate. How does one appropriately 1 present oneself when various audiences are watching, or will watch, the show?