Gender, Power, and eDating

Gender, Power, and eDating

Celia Romm Livermore (Wayne State University, USA) and Toni M. Somers (Wayne State University, USA)
Copyright: © 2011 |Pages: 15
DOI: 10.4018/jep.2011040105

Abstract

Following a review of the literature on gender, power, and eDating, this paper introduces the eDating development model and discusses a number of hypotheses that can be derived from it. Findings from a research investigation that explored the hypotheses are presented. The findings supported all the hypotheses, indicating that: (1) male and female eDaters follow different sequence of stages in their eDating development; (2) the behaviors that males and females exhibit as eDaters are different; and (3) the feedback that male and female eDaters receive from the environment is different. The paper concludes with a discussion of the implications from this research to more general questions relating to gender, power, and eDating.
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Literature On Gender, Power And Edating

The term “gender” usually refers to the socially acquired characteristics of men and women. As such, it is different from “sex”, which is understood to be related to biological characteristics (Coulthard & Castleman, 2006). The term “gender” is a political term in that its use started in the 1960’s (during the second wave of feminism) to denote that sexual characteristics of men and women are a result of arbitrary and oppressive practices that are imposed on men and women by society. According to Coulthard and Castleman (2006), the literature on gender offers three distinct explanations as to why gender makes a difference to people’s behavior and how issues of power color our understanding of gender.

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