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gender construction;child + cross-gender;game-playing practices;computer games
|Issue Date:||2016-09-08 11:28:27 (UTC+8)|
Based on poststructuralist feminism, this study investigates how sixth-grade students in a remote area play computer games in their computer class. This study finds that the game practices of schoolchildren who come from indigenous and low-income families are influenced and limited by the local culture in which they live. When they play computer games, their gender identity is most prominent in the eyes of others. This work presents four important findings: (1) Schoolchildren are aware of the gendered characteristics of computer games, and also exhibit their gender by playing games. (2) Gender is an influential factor in children’s game preferences and tastes--boys prefer the mastery pattern and girls favor the sociable pattern. (3) Schoolchildren’s game-playing practices are involved in collective accomplishment and power struggle. Within the context of the computer lab, gender-based peer groups will influence and limit schoolchildren’s game practices. Because of a fear of being isolated, they avoid gender-atypical play, with the exception of a few. (4) Cross-gender players are more likely to challenge the preexisting sex differences and to propose the alternative perspective than those gender-polarized players.
|Relation:||新聞學研究, 90, 43-99|
Mass Communication Research
|Appears in Collections:||[新聞學研究 TSSCI] 期刊論文|
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