Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
University of Northern Iowa--Graduate students; University of Northern Iowa; Women graduate students--Iowa--Cedar Falls; Graduate students; Women graduate students; Women--Language; Iowa--Cedar Falls;
Abstract
In this thesis I examine the communication experiences of four female graduate students and the language they use to describe those experiences. Specifically, the women's use of metaphor to describe their academic environments is explored. A qualitative analysis of the linguistic choices of these women is achieved by applying Kenneth Burke's cluster analysis. I attempt to break the boundaries of rhetorical criticism by applying cluster analysis to conversation. Not only does this application open up new uses for the methodology, it also introduces additional means of analyzing various types of communication. All four women describe graduate school as "a game." Although the word "game" implies various definitions, all participants consistently use this metaphor in terms of competition. Drawing on previous research regarding power, language and education, several conclusions are drawn about the women's use of the game metaphor. Since most communication styles are determined through a complex socialization process, it is important to consider the role of power when examining how women talk about different people, places and experiences. Academia has traditionally been perceived as an institution controlled by white, middle-class men, where female students are relatively low in the power structure. Also, as part of the socialization process, children are generally taught there is a distinct difference between girls' games and boys' games. Not only does society teach the differences between these games, but more importantly, it teaches that boys' games are somehow superior to girls' games. Given that academia, a male dominated arena, is traditionally structured according to boys' rules, it is understandable that many women would find the environment foreign. This power struggle, which leads to an academic environment that is not conducive to the educational needs of women in general is a phenomenon known as the "chilly climate." By examining the game metaphor through what is currently known about power, language and education, I attempt to give voice to four female graduate students. I also try to show more clearly how a person's language use, such as the game metaphor, selects, deflects and reflects their perception of the world.
Year of Submission
1998
Degree Name
Master of Arts
Department
Department of Communication Studies
First Advisor
Victoria Defrancisco
Second Advisor
Catherine Palczewski
Third Advisor
Melissa Beall
Date Original
1998
Object Description
1 PDF file (114 leaves)
Copyright
©1998 Jacqueline Marie Brucher
Language
en
File Format
application/pdf
Recommended Citation
Brucher, Jacqueline Marie, "Playing the Game: Female Graduate Students’ Communication Experiences" (1998). Dissertations and Theses @ UNI. 2216.
https://scholarworks.uni.edu/etd/2216
Comments
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