BBSs of Chinese “Wemers”: Construction of Identity Essay (Critical Writing)

Abstract

Research aims: This dissertation in mass communications takes a detailed look into the roles/identity of a particular subculture of Chinese youth community on the Internet, called Wemers and formation of their collective identity on Bulletin Board System (BBS) forums. With an estimated internet population of 300 million, BBS forums have become extremely popular in China. This paper provides some deep insight into manners/mechanisms of BBS subculture among mainstream University students. The paper aims to discuss literature, present trends and major issues connected with Wemer subculture and identity formation on the Internet.

Research questions: The following research questions have been identified according to the implications of online BBS communities in shaping of identity for the Wemer subculture:

1. What is the role of “new-found” capitalism and material progress in the formation of “virtual, online identity” for the Wemer community, in their online interaction platform?
2. How do Wemers identify with themselves, each other and as part of the whole community, all as part of their standard interactions in the virtual environment?
3. What is the “specific” role of virtual identity in reinforcing Wemer subculture in its true, defining sense?

Methodology: Above research questions have been examined using a variety of interrelated criteria: mostly, using secondary literature evidence (in Chapter 2) and primary qualitative, one-timed, empirical data collected from surveys made in actual BBS forum!

Outcome: The dissertation successfully presents important conclusions/highlights for solving various research objectives outlined along with research questions in picture.

Introduction

Research overview

Before the emergence of the Internet, not many options were available for ordinary Chinese citizens to express their “individual” opinions through “public discussion” and “debate” (Jensen & Weston, 2006, p.136). Times have changed now. According to an estimate by Jensen and Weston (2006), about one-fifth of Chinese netizens are making regular use of Bulletin Board Systems (BBS) to speak their mind on a variety of issues concerning “social and public policy” (p.136). In a remarkable trend, these bulletin boards are being run by individuals, commercial companies such as Sina.com, universities and even government press agencies such as People’s Daily and Strong National Forum (p.136). This “expanded space” for social-political activism can be attributed to 25 years of market-oriented economic reforms that have made ordinary Chinese citizens more aware of their “social interests” and “expression rights” (p.137). New ideological terms such as weiquan (defending rights) and zhi qing quan (right to know) have entered the Chinese vocabulary (p.137). With the rapid spread of the Internet, BBS activities enable the “global” Chinese community to feel connected in all ways possible.

Like all emerging technologies which take off in a big way, the young Chinese have taken to online BBS activities to feel the power of freedom in achieving greater satisfaction in their quest for knowledge. Since, expression on the Internet is identified as the “power of the youth” (Lowe, Lowe & Gaedke, 2005, p.119), young Chinese are proudly asserting their rights to public expression and this extends to disparate mediums such as academia and business. In order to capture the correct picture of trends reflected one must scrutinize the youth Chinese perspective to understand societal implications of online BBS activities.

The aim of this paper is to examine different aspects of BBS impact on a unique “subculture” of the young Chinese population; university students who call themselves West Marchers (or Wemers for short). This weird name gives a sense of “community” to this particular group of adult students and facilitates their evolving identity in a “global Chinese village”. It’s important to understand the aspirations, desires and sense of achievement for this diverse body of young Chinese spread across different universities worldwide. From an ethnographic point-of-view, this research paper seeks to illustrate the vast, untapped intellectual potential of this unique subculture (in this case, Wemers), identifying learning lessons which can be further applied to any similar subculture in contemporary China – the implication being to understand communication issues relevant to modern-day Chinese ethos, and the overall direction in which adult students would be able to fulfill themselves.

Rationale for research

According to Lester (1984), the rationale for any research paper outlines the basic objectives/issues which the “findings of the research seek to unravel” (p.212). The ability to strike a cord with the youth segment of any country will prove to be a tremendous asset for communication students like me.

In this age of globalization today, Chinese society is thriving in an open social climate with a profusion of new ideas; capturing these dynamics should be the focal point of each and every entity which seeks to benefit from the knowledge presented in this research: the Government, marketing channels, advertising agencies, job recruiting firms – to all these external agents, understanding how the “youth mind works” can prove to be the difference between success and failure for them to tap into their collective mindsets (Lowe, Lowe & Gaedke, 2005, p.128). Online BBS activities serve as a multi-purpose platform to evolve free exchange/flow of ideas across the spectrum –understanding the true needs and aspirations of the youth subculture in itself gives you a sense of fulfillment.

My main motive in choosing this specific theme of online BBS for the Wemers case study subculture is that I identify with them at a personal level. Having participated in several of these BBS forums over the years, I feel a strong connection with the thoughts and sensibilities of this diverse array of students. Here are a few main reasons why online BBS activities stand out from remaining protocols of online communication, e.g. chat on Yahoo messenger, email etc.

1. Seamless integration with different communication devices making BBS a “versatile” forum for different and diverse groups of people sharing a common “task” and “point-of-view” in a community.
2. Global integration: As an instructor in advanced communication study, my task was to understand the sheer “global” impact of people of diverse Chinese heritage developing common “Chinese identity” from the point-of-view of a particular youth subculture of their choice – Wemers. Many Chinese participants in these forums seek to connect with their Chinese heritage. Even though some of them are not familiar with subtle nuances of the Chinese language, an online BBS community with a unique sense of purpose and group identity (Wemers, in our case) goes a long way in fostering a “global Chinese identity” when you look at the larger picture.
3. Studying behavioral patterns: Since, most participants in online forums tend to follow free-for-all exchanges in an independent, unbiased atmosphere – liberated from public scrutiny; it allows them to speak their minds more effortlessly, more creatively and in this process, achieve an informal environment of trust and togetherness (NATCOM, 2007). This facilitates close-knit interactions between different participants and thus, it enables an evaluator to study/understand communication theories and their applications in a societal framework (NATCOM, 2007).

Different communication theories researched in this paper include psychological, social constructionist, epistemological and phenomenological.

Research questions

Cresswell (2003) defines research questions as “interrogative” statements or questions which an investigator seeks to answer for a closely-formed sample study (p.108). By standard definition, a good research carries the ability to use “a minimum of three independent variables” and assess their impact on “dependent variables” (p.109). Since, the aims of our research are to understand the implications of online BBS communities in the shaping of identity for the Wemer subculture, the following research questions will validate this purpose.

1. What is the role of “new-found” capitalism and material progress in the formation of “virtual, online identity” for the Wemer community, in their online interaction platform?
2. How do Wemers identify with themselves, each other and as part of the whole community, all as part of their standard interactions in the virtual environment?
3. What is the “specific” role of virtual identity in reinforcing Wemer subculture in its true, defining sense?

Research aims and objectives

The following research aims and objectives have been identified based on research questions outlined as above. These aims/objectives seek to complement rather than culminate the entire purpose of this research:

1. How and why do the Wemers use BBS as a platform to construct their virtual community?
2. What are the nature and characteristics of the virtual community created by Wemers?
3. How do Wemers interact and identify with other group members within the virtual community?
4. In what ways are the “Wemers” different from core values of the mainstream youth culture represented at university? If indeed, there are differences, how are they in conflict with mainstream values, perceptions and behavior? If yes, how do “Wemers” live with these conflicts and inconsistence? Is there a “marginalization” process going on during such an encounter?
5. What are the societal implications of knowledge/information exchanged between Wemers in their BBS interactions? Is there any negative side to their youth enthusiasm? Does the Wemer subculture promote any uncalled-for activities which have a detrimental effect on Wemer perception among outsiders?

Literature Review

Overview

In this chapter, we shall undertake a comprehensive review of secondary literature sources (primary research survey to be detailed in Chapter 3) which seek to validate research questions as outlined in previous chapter. In order to obtain a reasonable verification, the procedure followed is based on past literature evidence. E.g. the biggest problem encountered in reviewing a body of literature, made up of dozens of books, articles, conference papers, other texts is its “diversity” of sources (Hart, 1998, p.10). This calls for a relative “open-mindedness” in the reviewer and defining of “purpose” of review at the very outset (p.12).

For our subject interest, the “purpose” is defined by the impact this review will have on the subject of business communications. According to various authors on the Internet, the biggest highlight of online discussion forums (BBS) is the sheer prospect of “instant networking” which makes it a unique medium for different forms of information exchange (Hauben, 1997; Randall, 1997). Therefore, we shall examine various literature evidence through the perspective of the impact they generate on the field of business communications, especially through the evidence of instant networking capability. This is not only a defining feature of any modern business environment, but also the “parameter” to be utilized in this review to seamlessly navigate through concerned research questions in this dissertation.

Categorization of literature sources

In order to achieve confirmed validity of research questions raised in this dissertation, the biggest challenge was to accommodate the answers based on exact methodology that can be reproduced for answering further questions arising out of intended study benefits. This calls for diversity in “sources” as well as validity of sources itself.

Since, a large part of research is based on reliability of sources used for data collection, my task envisaged looking into sources which have been peer-reviewed since they contain evidential information backed by surveys, sample testing, statistics and paraphrased citations (Harnad, 1998). Books, journals, online articles, webzines, results from discussion forums (more in Chapter 3) are among the reference sources which have been used to achieve answers to research questions raised in this dissertation.

Peer-reviewed articles, basically, involve “methods” and “processes” which render capability to the further utilization of data for inferences, and conclusion (Shatz, 2004; Chubin & Hackett, 1990). This is done for the purpose of enhancing “scientific communication processes” using rejection rates, studies of editors, scrutiny of reviewers and other tools/parameters (Weller, 2001; Kastman Breuch, 2004). In this dissertation, we have looked into peer-reviewed books, journals etc. to accomplish substantial back-up on which we can answer research questions outlined earlier. The following categorization of sources will be helpful from the p.o.v of getting a snapshot summary of research undertaken.

Theoretical framework references

This literature review is based on a strong theoretical framework with the objective of setting up a strong foundation on which research questions are to be answered. The following sources were repeatedly used:

Ronald and Suzanne Scollon (2001) is one of the peer-reviewed guidebooks which clearly explains various facets of intercultural communications, which have to be evaluated with our research questions in mind. The plus point (+) of this source is its “ethnographic sketching” of the Asian community (especially, the Chinese) and its unique needs, aspirations and behavioral characteristics. In order to follow such concept, a lot of other secondary literature is also available. Scollon and Scollon (2001) stand out from the rest in its practical utility to intercultural communication experts.

Christine Hine (2000) is another important reference book designed to examine all possible facets/addictions of Net Life from the perspective of “change”: does the Internet make us think “out of the box” when it comes to examining human behavioral patters (“Amazon Review”, 2008; “Barnes and Nobles Review”, 2008; “MIT Press Review”, 2008)? Since, the whole objective of our research exercise is to understand the implications of creative thinking by university students on a virtual identity platform (BBS), this book is a well-endowed resource to answer pertinent questions on BBS which can arise in a reviewer’s mind.

Finally, Steve Jones (1998) offers an excellent glimpse into illustrating the research methods and methodical issues which will be used as a guiding reference for different parameters related to our research questions outlined previously (“Science Direct Review, 2008”; JSTOR Review, 2008). Steve Jones is an accomplished writer with loads of experience in evaluating different aspects of online emerging technologies e.g. discussion forums. Thus, it can be clearly seen that a combination of literature sources used for theoretical framework gives a strong and viable evidence base on which we can validate research questions outlined in the dissertation.

Answering Research Questions

The theoretical knowledge gained in previous section enables a wide variety of cross-cultural comparisons which have shifted focus from theoretical literature to practical assessment for various forms of BBS communication media. As has been mentioned upfront, Chinese youth (especially, the Wemer subculture as identified as central theme of our research) has long been hungry for constantly innovative ways in securing their “virtual identities” in platforms such as the Internet. Any real progress in this can only come through identifying new online sources which verify the information pursued. This has been the aim of our dissertation too. In order to answer relevant questions pertaining to research criteria, newspaper articles from People Daily China, Xinhua, China Vortex etc. have been collected. Also, peer-reviewed journals like American Journal of Political Science (APSA), and the Directory of Open Access Journal (DOAJ) were consulted for real evidence on claims presented in the review.

Apart from books, newspapers and journals (mentioned above) and other online articles, a case study on BBS at Tsinghua University has been prepared (and discussed). The case study includes a survey/questionnaire which allows the reviewer to understand the context in which review claims have been made.

Search criteria

The following search criteria has been used in the run-up to finding out various information/data that have been presented in this dissertation for validating different aspects of our study.

1. Search engines: Google was the only search engine used for all online look-ups.
2. Search engine keywords: “BBS”, “China”, “BBS + China”, “BBS advantages”, “University BBS”, “China government BBS”, “Student China BBS” have been some of the useful keywords for our research and study.
3. Public databases: Some material gathered for our present research comes through information present in public database journals like American Journal of Political Science (APSA), and the Directory of Open Access Journal (DOAJ).
4. Public Libraries: Much secondary material especially, books have been procured from non-profit public libraries. The guidance used for selection of such material was based on my supervisor’s suggestions, and own initiative which proved real handy.

Theoretical framework

According to Hine (2000), the basic precept of creating ethnographic sketches on the Internet lies in its ability to create “locally situated, occasioned characters” of internet use (p.5); i.e for each and every country – the internet offers a unique glimpsing lens through which its unique peculiarities may be observed, and suitable inferences drawn. The most crucial element of internet theorizing occurs over “disagreements” over accepted modes of social organization (p.5) – the Internet, in short, depicts a “post-modern” social organization with a strong sense of purpose to uplift the “self” and the “society” in terms of the larger canvass in which it’s being projected onto.

In order to clarify the objectivity (and sensitivity) of post-modern analysis, Hine conjectures that the “foundations of modernity are in crisis” since they were based on “grand narratives of science and religion” (p.6). In contrast, the internet post-modernity envisages that there is a compulsory focus on the “anything goes” rule as there is a been a blurring of boundaries between reality and virtual reality (p.6). Hine, in advocating the usage of Internet as a “playful medium” for speedy, “instant” communications – has applied a socially deterministic view of the Internet, the phenomenon he calls as “technological determinism” (p.6). She offers several examples to communicate her knowledge on the technological aspects of communication facilitated by the Internet.

According to Hine, the medium of Internet thrives as a “cultural artifact” (p.14) which conducts media outreach to disparate communities of people who get involved in “face-to-face” instant communications, which is the biggest power feature of the Internet and also, the only reason for its applicability across a diversity of spectrums (p.15). In order to understand the implications of Internet’s diversity, one must conduct an open-minded inquiry into the means using which Internet forums achieve their desired appeal for masses separated by a thin, virtual boundary. The biggest task, thus, for the Internet, is to “unite people” from a diverse set of backgrounds into one common cultural meeting point (p.18).

According to Hine (2000), another important topic in the study of “online interaction environments” has been the tool called “identity play” (p.19). This primarily involves technological inputs which vastly differ from other (offline) forms of communication. The most important technological input (as applicable for BBS discussions in our dissertation) consist of “text-based communications” which have fundamentally altered the way in which people think, interact and pursue objectives in a virtual interactions environment (p.20).

Basically, the offline characteristics of communication offer freedom from a variety of real-life constraints such as “gender-role, national origin, facial appearance, income status and other forms of description” (p.20). In the absence of a clear role for identity description tools, the Internet (especially, online discussion forums such as BBS) offer plenty of “freedom” for players to express their opinions on subjects with more clarity, freedom and anonymity – this implicates the biggest reason for the popularity of virtual media over offline ones.

Put it in simple way, online discussion forums simply have the potential to liberate the chain of thoughts for people to communicate freely, openly and without any restrictions. This automatically translates into a high degree of positive communications between various participants in an online discussion forum. This is thus, a salient feature of speedy, instant, user-friendly communications strategy that our dissertations aims tend to address.

Finally, Hine (2000) proves that “methodological studies” of the Internet as a medium for studying interactions between various players in an online environment, provide the perfect opportunity for communication experts to gauge the efficacy and effectiveness of virtual interactions for a variety of “synergy-levels” between participants (p.37). This guarantees a regular, streamlined flow of communications and eventually, greater “trust” and “camaraderie” among participants from different backgrounds (p.38).

All above aspects of ethnographic sketch analysis, as presented by Hine (2000) highlight the single-most important attribute of online (BBS) discussion forums: the sheer power resting on virtual online symbols for various participants. They enjoy greater freedom because of the “anonymity” attributed to their virtual avatars. This gives them more flexibility and choice in a wide variety of interactions happening online; they’re able to choose their friends and network with greater precision because shared attributes form part of a “common cultural” theme which makes such decisions easy. Clearly, the internet, as a channel of communications, is capable of defining its own identity in a virtual world where instant, speedy communications can be transferred at the power of thought.

Jones (1998), claims that the “ubiquitous” nature of the medium called internet makes it a medium which intersects with various aspects of life in “strange” and “omnipresent” ways (p.ix). In his endeavor to study the convergence of Internet with modern life, he has developed methods of evaluation drawn from a wide variety of sources: communication research, media studies, anthropology, sociology, literary criticism and political opinion- in a wide variety of public spheres which catapults the medium to peak scales of its appeal among netizens across the world (p.23).

According to the author, since Internet has partially grown in popularity due to its sheer scope in commanding features e.g. instant networking which was difficult in an earlier era, and thus, the single most important attribute of the internet is its “persistence” and “personalization” which would occur to us as the most relevant themes for our present discussions on this subject (p.7). Cultural studies for various forms of Internet communication, lie in their wide interoperability and better channels to understand the “audience” which benefits from information exchange across the board (p.9). In order to come up with his own critical line of questioning, Jones (1998) regards Internet as a “social space” with “human dimensions” as the center of the social space (p.14).

Jones (1998) applies a combination of “reflexive” and “reflective” research processes to understand the internet to assess online phenomena in the best possible light. Quoting from Pauly (1991), Jones identifies three unique symbolic forms which allow habitual organization of thought processes in virtual interactions across the board (p.15). The three symbolic forms identified are: product, process and commentary (p.15). Of all the three attributes mentioned, “commentary” has been identified as a significant mechanism which enables evaluators to “color” and “frame” the processes which make the study of internet communications a meaningful activity (p.16).

In regard to virtual, online interactions, the biggest commentary one has to face consists of arrogations which imply what is good, or bad for the community on the whole (p.17). Such a task lies squarely with moderators and system administrators who need to assess the feelings and emotions of all individual participants in an online discussion forum such as BBS (p.49). The “sense of community” renders a unique “openness” and a “sense of belonging” for participating members, who tend to learn the good and bad in their exchange of information, through frank, candid, unmoderated interactions (p.50)– the most salient feature of internet communications which has to be preserved for achieving powerful “convergence” for a community on the Internet. These feelings, emotions and thought processes are the basic building blocks on which the entire foundation of positive, enriching online communication rests, and thus, has to be incorporated for any interaction activity.

Also, in Jones (1998), the very “definition” of an online community has been summarized in an effective note which encompasses “unproblematic notions of place” where a social scientist (in our case, any random net surfer) can come, go, engage in “lively discussions” and develop traditional ethnographic group dynamics such as assimilation, acculturation, adaptation and participation; also, to the opposite – expulsion, expatriation and exile (p.17).

Most online forums use their own terminology for various interaction methods in virtual means of communication – some of which are well known to all members of the Internet community – “posting” (airing a comment, note), “cross-posting” (posting by taking direct quotes from another participant), reading, “lurking” (hanging out in online forums “without” a necessary purpose), “trolling” and “flaming” (posting objectionable content which violates the rules of behavior, and code of etiquette in an online community) (p.17). The biggest challenge for moderators and system administrators in an online forum is to promote healthy, lively interaction between participants and at the same time, avoid flaming wars which can vitiate the atmosphere in an online forum. Above terminology for various aspects of online forums should be clearly understood when we extend our discussions/findings to BBS communities towards answering our research questions.

Developing further insight into “structural themes” of online interaction, Jones (1998) calls for studies which are deemed free from prediction, bias and partiality in subject line (p.19). This translates into more meaningful evaluation of research questions as outlined in our research paper. In order to make the interpretation more pragmatic and useful for further studies, one must be prepared to abandon any preconceived notions on the user-capability of the Internet as a means of communication between participants across countries.

Scollon and Scollon (2001) in their systematic attempt to prepare various singular criteria on which virtual interactions are made, have attempted “intercultural discourses” especially, the ones related to Asian-Americans (including Chinese-origin people and Chinese university students based in the US) to understand their unique mindsets and aspirations, which shall form a governing feature of our studies in this area. The biggest fundamental difference in the “ways” a Western speaker differs from a Chinese speaker, has been illustrated by example below:

• Western speaker: X (Comment, main point or action suggested) because of Y (topic, background or reasons) (p.1).
• Chinese speaker: because of Y (topic, background or reasons) – X (Comment, main point or action suggested) (p.1).

Above difference in discourse strategies for Asian (Chinese) and Western speakers project the former to come across as “inscrutable” and the latter to be “rude” and too directly “frank” (p.2). Such apparent discrepancies in moods, feelings and manners of communication, also transfer into live interactions in online discussion forums. The discrepancies in discourse patterns exhibited by a Chinese and a Westerner allows for different streams of thought/reasoning to flow through BBS forums, as is outlined in this dissertation. While Western (US-based) forums tend to be frank, direct, straightforward and sometimes, even rude – Chinese BBS forums consist of participants’ willful knowledge of each others’ “cultural sensitivities” because of the unique Chinese concept called “saving face” (p.236). In Chinese culture, people want to be absolutely sure they’re not offending the sensibilities of other participants in a common discussion forum because it is seen in a negative light.

Scollon and Scollon (2001) also mention that the biggest feature of group communication lies is the fact that participants form “opinion” of each other at the very first juncture, and also, base their inferences on various forms of action involving social interactions (p.12). This point of view has been opined in research literature as well as practical experiences of various authors (p.13). Some of these “predictions” on online interactivity has been derived from what the participant actually does in a real-life situation (including online interactions) and not what he’s actually expected to do because of his unique culture (e.g. Chinese culture). The authors offer an analogy example – in China, people often eat with chop sticks instead of forks, knives and spoons. But, most Chinese students, when in company of Westerners, automatically switch to Western dining etiquette because of “ingrained” social norms (p.14). Such “switching” means of thought processes are also seen in other communication strategies when faced with idealized situations, including online discussion forums.

According to the authors, the most important process governing interactions and social communications between various participants in a “common discussion forum” consist of their own roles in taking up the dual personality of “participant” and “observer” (p.18). This envisages various forum participants to identify attributes about other participants which comes across as “strange”. This “strangeness” builds an automatic curiosity and interest (in the person, and also the means/channel of communication).

A sum total of interaction processes lead to proper “sustainability” of any discussion forums over a long period of time (p.22). This also applies to Internet BBS discussion forums where intercultural communications lead to profound interest in members about each others’ strange, unique attributes – the summation of which leads to lively, engaging discussions on different themes of common importance to all participants.

Another useful feature of intercultural communications is that of “contrastive observations” – participants have a built-in desire not just to know what other individuals “have done at one point of time” but also to understand how they would have done it if “they themselves were in the same situation” (p.18). As applied to Chinese participants (in contrast to Western ones), different cultural themes come into automatic play. E.g. the author uses an analogy – all Western businessmen tend to give business cards using one hand only. Chinese, in contrast, may use both hands as is common in China (p.19).

Scollon and Scollon (2001) identify four “ethnographic specialties” which apply to a diverse lot of situations involving “interactions” between participants in a common discussion forum:

1. Members’ generalizations about each other – each member has certain stereotypes about the other based on past experience, personal preferences, knowledge and location information – those dynamics come into play in various forms of association between participants in online discussion (BBS) forums (p.20).
2. Neutral observations – most participants often do not express themselves fully in a proper online discussion forum. This is done with the view of limiting self-interaction in threads/posts which have no immediate benefit of value to them. Such observation (and comments) are often neutral, as they’re free from bias and stereotyping (p.20).
3. Individual members’ experiences – Each participant in an online forum stage their own unique experiences which shape their personality values in the run-up to understanding how future interactions may proceed.
4. Observers’ interactions with other members – The biggest feature of mutual communication in an online forum – observers have to meet and interact in various topics of communication which enable them to identify with each other more empathetically (p.20).

Answering Research Questions

In previous section, we were able to develop the theoretical framework in which we’ll answer pertinent research questions outlined in this paper. Wemers or West-marchers, as the subject theme of our research, are an online community of young Chinese consisting of students, entrepreneurs, expats and non-Chinese citizens in the West, who have come together in their “shared and mutual” interest to develop and sustain a “global Chinese” identity on the Internet. The basic purpose of such online discussion forums is to serve as “guiding block” for various Chinese students studying abroad in terms of placements, admissions, scholarships and other advanced education services. On a macroscopic level, however, this also translates into an online shared community where the Wemers can “help” and “feel” each other in more ways than one. West-marchers, as they choose to call themselves, represent a unique subculture in which these participants network and congregate to discuss all relevant issues which affect their communities.

There are several hundred online Wemer-like BBS communities which reflect the growing popularity of this medium with young Chinese worldwide. Chindaily, a newspaper has its own BBS network in English which covers issues ranging from politics, news, sports and various free-for-all discussions which have immense value for participants seeking information on subjects depending on individual interest (“Chinadaily BBS blog”, 2008). On the political side, these issues reflect present trends in China which have huge future implications for Chinese society in all aspects and walks of life. Xinhua.net, the other important news channel, has similar popularity for political observers (“Xinhua.net blog”, 2008).

According to China Vortex news article, BBS’s in China have emerged as the perfect social marketing tool, which, for the large part, might have come from Chinese “distrust” of traditional media in favor of independent sources of information (“China Vortex”, 2008). The subject of our discussion theme, Wemers, have their own unique online meeting point in BBS forums, which allows them to communicate their thoughts, freely, and more openly across a diverse spectrum of issues.

Dong (2003) has prepared a report which suggests “resistance” as the cornerstone of youth culture in fast-changing societies like China. The data used for this analysis consisted of face-to-face in-depth interviews with 15 Chinese students from four different universities. Discourse analysis techniques as identified in theoretical framework were used to achieve their individual reactions to various questions on online forum discussions. As was learnt from theoretical discussions, offline characteristics of BBS communications offered plenty of freedom from a variety of real-life constraints such as gender-role, national origin, facial appearance, income status and other forms of description. In the absence of a clear role for identity description tools, the discussion forums where these students participated offer plenty of “freedom” for them to express their opinions on subjects with more clarity, freedom and anonymity (Dong, 2003)– this implicates the biggest reason for the popularity of BBS media communications over other alternative forms of communication. According to Dong (2003), BBS enabled the Wemers to achieve the following advantages in various modes of communication, a concept which was hitherto, unknown to most of them.

Empowering Wemers to follow their own, unique language styles and to resist the real context in which they “operate”, a fact which illustrates the high degree of freedom enjoyed by Wemers in online forums (Dong, 2003).

Resistance can be observed only when it’s placed in a specific contextual and historical vision. Wemers, on account of their “contemporary” post-modern thinking and mindsets (most of them are supporters of capitalism and want to emulate lifestyles in Western nations for their own identity aspirations). Dong (2003) concludes here that this contemporary batch of students has little or no resistance to offer establishment, in their quest for historic relevance.

In case of youth culture in China, and specifically, when applied to the subculture called Wemers, there are endless contradictions between new trends to society and government and intellectual discourses which resist freedom of thought. Wemers, in their aspirations to achieve Western-level of freedom and independence, have achieved substantial escape from some of the tightening regulations which restrict freedom of expression for ordinary Chinese citizens (Dong, 2003). Wemers, in their quest for independence from such constrictions, have taken to non-traditional forms of communication styles e.g. Western introductory expressions at the very outset of a forum post – a clear signal that “predictions” on online interactivity can been derived from what the participant actually does in a real-life situation (see theoretical framework for more on this reference) (MIT BBS, 2003).

Considering the sheer vast potential of BBS in various aspects of student communications, Wemers have come a long way in ensuring their online communities achieve successful communications for all aspects of their interactions in a virtual environment (Dong, 2003), a fact which calls for their relevance on different online forums which maintain their credentials and validity.

According to Suisheng Zhao’s findings (2006), it has been repeatedly shown that Wemers due to the controversial nature of their blogging, are subject to censorship and control by the Chinese government. This is due to relentless “flame wars” on political subjects which result in tightening of regulations as attributed by curbs imposed on Internet (Zhao, 2006). Some of the most disturbing posts in MIT BBS routines were blocked by the “Great China Firewall” – heated debates in News, Politics and Family forums on controversial issues like LGBT rights, political reform in China, Democracy etc. have caused concern among authorities who have resorted to swift blocking efforts to curtail the spread of such websites. It’s clear now that the Wemers no longer like to be played down due to their independent thinking profile and thus, they reject any notions for political control which eventually leads to more severe posts on BBS forums.

A subject-wise content analysis of online discussion forums reveals Wemers have developed special means to constitute, and consolidate their virtual identity on BBS communities. Their persistence in pursuing non-traditional means of communication extend to several aspects as observed from one of the leading BBS forums: MIT BBS which was originally created by Chinese international students in MIT, USA (MIT BBS, 2008). Here are a few salient observations of the blog and its role in enabling students to develop a “sense of community” and share their passions in a diverse range of online activities:

News and Politics: Given the nature of China’s censorship policies on the Internet, Wemers still tend to pursue active and free discussions on “uncomfortable” subjects (Zhao, 2006) such as official corruption and issues which directly concern their careers e.g. US-China diplomatic rows where Wemers keenly observe and debate American position on issues which affect their motherland (Zhao, 2006). This “duality” in perception comes from a freedom of choice which is the most important prerequisite for Wemer discussion strategies. All the same, Wemers tend to avoid “controversial”, “seditious” and “highly-censored” subjects such as Dalai Lama, the exiled monk from Tibet. In the recent upsurge of violence in Lhasa, Tibet, most Wemers unfailingly sided with the government (Tsinghua BBS, 2008) a) to prove their unconditional loyalty for the country and b) to avoid any charges of treason.

1. Language and Culture: Since BBS’s are frequented by a global Chinese diaspora spread across different parts of the world, the language forums constitute some of the most prolific discussion rounds to allow members to sharpen their communication skills in mainland Chinese (Zhao, 2006). This is done using live feedback discussions, language lessons and making use of the BBS’s “online messaging” facility where learners can contact other members for more information on their language queries.
2. Humor and Games: Most BBS’s have an odd section or two for humor and relaxation. These threads/posts are usually kept in a light vein and not intended to be taken seriously. The impact of humor sections in BBS can be gauged from the fact that members develop a community based on “cohesion”, “togetheness” and “common objectives” (Zhao, 2006). Quite a significant lot of ethnographic specialties as part of intercultural communications discussed by Scollon and Scollon (2001) come into play in the lively forum. As mentioned by Jones (1998) in theoretical framework, these sections fulfill the purpose of positive commentary which is the basic building block in achieving social and community cohesion for different range of activities in online BBS discussions.
3. Subject of discussions: Many Wemers are progressive, liberal and the by-product of present generation Chinese environment which places a high value on “personal achievement”, “material progress” and “individual enterprise”. Many BBS forums have shopping/technical discussion areas where Wemers discuss everything from the latest range of cell-phones and other electronic gadgets to the latest make and model of cars and motorbikes (Tsinghua BBS, 2008). Clearly, they have strong capitalistic tendencies and some shopping sections have heated bragging rounds on who has the latest goodies when it comes to fancy gadgets. Wemers, are a clear by-product of capitalism, a fact which is been corroborated in online media (Zhao, 2006; Rasmussen, Beardon and Munari, 2006, p.181).
4. Progressive subjects: Some progressive/taboo/less known subjects such as LGBT relationships (Sang, 2002) and mixed-race relationships are the common theme in personal sections. These sections are mostly popular with female participants of the Wemer subculture (Zhao, 2006).

A case study on Tsinghua university provides plenty of guidelines on the real impact of Wemer community on their BBS activities, and thus, seeks to answer some of the more important concerns related to our research questions.

Limitations of research

In previous section, we have reviewed all possible means and mechanisms to understand the context in which our main research questions (Chapter 1) would be answered. In order to fully illustrate the important highlights of our research, it has to be honestly mentioned that research is limited due to a number of constraints as given below.

• Lack of statistical analysis: Since, the parameters on which our research questions stand are qualitative, and not quantitative, there was no reliable way/means to develop deep statistics (and sampling size) on those research questions. However, a survey has been mentioned to achieve similar outcome. This survey was undertaken as part of my own initiative at Tsinghua University’s BBS forum.
• Difficulty in finding books/journals related to specifically Wemer activity: All through our discussions in this dissertation, there hasn’t been a single mention of peer-reviewed articles/books on this enterprising community of online participants. The results/validations for BBS participants in China, has been extended for the Wemer community. There may be some discrepancy in secondary sources which cannot be captured properly in this dissertation.
• Lack of English-language BBS websites: Perhaps, one of the major reasons for the lack of information (Western sources) on Chinese BBS student websites is the constraint that most BBS networks are in Chinese language and not enough scholarly research has been undertaken in China itself.

Research Methodology

Overview

This is an important chapter to understand various qualitative techniques which would establish the validity of research questions using primary methods. In order to fully appreciate test results for the purpose of evaluating Wemers’ identity growth in BBS forums, we shall institute a survey in one of the Wemer communities online (in our particular case, Tsinghua University at Beijing). Test parameters will be compared to main learning themes in previous chapter. In order to achieve practical confirmation of what our research questions, so far, seek to establish – we shall establish benchmarks/controls for this survey and discuss their implementation in our sample case study at Tsinghua.

Since, our survey is based on qualitative technique, it’s helpful to understand its meaning. According to Kothari (2005), qualitative research is based on measurement of qualitative phenomena (p.4) i.e. when we are investigating the motives/reasons for human behavior for any particular subject criteria. The basic tools and techniques used in this methodology consist of in-depth interviews, surveys, word association tests, sentence completion tests, etc (p.4). A closer feature of qualitative techniques is an attitude/opinion test which tries to gauge the true “feelings/emotions” of a subject towards the topic of concern (p.4). Qualitative techniques differ significantly from quantitative techniques which as name suggests, rely on measurement of certain “amounts” and can be “expressed in quantity” (p.4). Our dissertation relies on qualitative technique because of validity requirements, and not statistics which would have allowed quantitative metrics. Qualitative analysis in this research is being fulfilled using a survey at Tsinghua University which will be discussed in following pages.

Apart from qualitative techniques, another way to classify research methodology is conceptual vs. empirical. Conceptual research techniques rely on “abstract ideas (or) theories” which are used by philosophers/thinkers to come up with innovative ideas on a given subject (p.5). Empirical research, in contrast, rely on observations alone. In this technique, the researcher has to provide a “first-hand evidence/working hypothesis” and later use data-based studies to confirm the veracity of research (p.5). Since, in our case study for Wemer students at a particular university, we are far from introducing any radical concepts, it is safe to surmise that our research is purely empirical-driven.

Last way to classify research methodology is using longitudinal and one-time research study. The former refers to carrying on repeat scientific observations over a long period of time whereas the latter refers to only a single, one-time observation to confirm what is a valid hypothesis (p.5). Since, our case study is based on qualitative, empirical framework, we relied on a one-time study technique (survey in our case) for present research. According to Kumar (2005), qualitative techniques are usually preferred for one-time studies only. This is because of less chances of “variability” (unlike quantitative metrics) over repeat observations (p.12). In summation, it can be now mentioned that our attempt at answering research questions outlined in Chapter 1, are assessed using a combination of qualitative, conceptual and one-time study techniques. The results will be interpreted for confirming the objective validity of research questions mentioned in chapter 1. The confirmation of these results will go a long way to establish a common clause with secondary research results derived in chapter 1. The combined effectiveness of “secondary + primary data” will be used in final conclusion for the usefulness of research in this dissertation.

Design Parameters

In order to test and validate research questions raised in this dissertation, the following design parameters were consulted (refer theoretical framework and answer of research questions in previous chapter). Design parameters refer to specific experimental “hinges” (Yin, 2003) on which the entire set-up of a research methodology depends (in our case, a qualitative, empirical, one-time study only). The design parameters have to be kept in mind through each and every input of primary research so that “outcomes” justify original research questions raised in this process (Yin, 2003).

For the purpose of a simple survey/questionnaire as well as collection of information from our case study BBS (Tsinghua University), the following specific design parameters have been chosen for research questions 1, 2 and 3 as outlined in chapter 1.

• Research Question 1: Wealth (capitalism) and its role in formation of Wemer identity
• Research Question 2: Wemers’ mutual interactions, social cohesion and sense of community “involvement” as a combined function of how Wemers see themselves, and each other in the given BBS platform.
• Research Question 3: The role of the website itself – its features, user-friendliness, interaction environment etc. towards Wemers’s broader sense of “identity formation” with the BBS forum.

It should be clear by now that all research parameters have to be juxtaposed into a sample set of survey questionnaires, the outcome of which will be used to form a real picture on the basic building blocks of the Wemer community on the BBS discussion forum. The survey questions have been designed with the p.o.v of answering the stated and implied curiosities for our research questions.

Analysis of results

The research questions consist of a number of multiple-choice alternatives; the features being set by BBS software itself. Tsinghua university is one of the most prestigious universities in China and students come from diverse backgrounds of the country. The Shuimu Tsinghua BBS (SMTH) consist of topics varying between politics, art, Sciences and various academic activities connected to it (Tsinghua BBS, 2008). In order to fully evaluate the results of survey questions posed by me in the BBS, the following parameters have been studied and observed in detail.

Content analysis: Most Tsinghua graduates are on a preparatory course (4-yrs) before leaving for their higher education in the West. It’s obvious for this busy lot of students, academic concerns come at the forefront of any discussion topics that may be raised in the forum. The SMTH is undergoing government censorship of recent, and outside the university campus, many students are not able to access its features using search engine facility. Despite obvious restrictions on the flow of information in BBS activities, there is no curbing in student enthusiasm. Most Wemers at Tsinghua are already “mentally-present” in the West because of which their minds are at a global thinking level.

From casual discussions about the latest fashion in London and Milan to NBA basketball games in the US, Tsinghua’s online Wemer community provides a real-good example about the power of community cohesion in shaping Wemer identity on the BBS forum. It’s obvious these students are at a pivotal point in their careers and lives – this automatically gives them the sense and capability to question “traditional wisdom” and apply it to all arenas of influence within the university corridors. The effectiveness of Tsinghua’s Wemer community can be assessed from the fact that they’re able to network with their Chinese student counterparts in the West, and discuss new and innovative ideas.

Statistical analysis: Here, we present a brief overview of results pursued in terms of statistics for Wemer students’ volunteering to answer survey questions raised as per our design parameters. Each research question has been assigned its own particular address. The results offer an interesting array of interpretations. There is a clear, marked trend towards what can be described as “West-affiliation” for the sample of Wemer students participating in the survey.

Some of the answers like “opinion on censorship” and “number of students aspiring to study in the West” showed almost 60% favorable results for the given one-time study. Also, some of the survey questions indicate a clear transition towards free media outlets for the purpose of communications between Wemer students in a community set-up. There is a strong tendency for “social cohesion” and “community involvement” – Wemers at Tsinghua are way ahead of their counterparts in many other places, when it comes to a sense of strong, “unique” identity which they intend to preserve for their upcoming university batches. This whole subculture of Wemer stands on the basic principle of academic freedom.

Bias/Scope of research

Like all research tasks undertaken, the sample study (survey) is fraught with its own limitations/bias although every attempt was made to ensure the results come across as a representative sample of students participating in the survey.

1. Varying Scale of sampling: Since, most online research involves random measurement of sample questions’ answers, the Wemer community was difficult to predict with their associated irregularity in answering relevant questions. This is the reason all statistical sample sizes are different from one another. They could have been kept uniform but the nature of the BBS discussion forum prevented them from being so.
2. Observer error: Some of those polls may have been filled twice/thrice by the same students for a variety of reasons, not including boredom factor. Also, moderators/system administrators take part in such surveys which affect results.

Results

Having clearly understood the importance of research methodology as applied to primary sources confirmation of our study, the three research questions outlined earlier have been resolved using strong evidence of all “design parameters” which serve as qualifying testimony for the questions. In earlier discussions (secondary literature sources), we discussed the importance of unique, Western identity for Wemer communities in terms of ethnographic results and information from projected research. In the primary data evidence (survey), our results mark a clear trend towards establishing the “non-traditional”, unique Wemer identity in all its aspects. There is a strong sense of community cohesion between different Wemer members and online BBS forums offer the perfect outlet for them to express their opinions from the perspective of freedom.

Conclusion and Recommendations for further study

Summary Analysis of research

In this dissertation, we have presented various evidences/information on the role of BBS forums in shaping the online identity of a particular subculture of Chinese youth, called Wemers. These evidences were based on different secondary literature sources + primary sources included in a survey prepared on the basis of research questions. Findings from these research questions (based on both secondary + primary evidence) are combined to answer the research objectives outlined in chapter 1, as above:

How and why do the Wemers use BBS as a platform to construct their virtual community?

As was discussed in examples by authors Dong (2003) and Zhao (2006), the Wemer (or West Marchers) is a definite subculture which advocates “non-traditional” youth identity across the Internet. BBS forums serve as a conduit, a mechanism for the untapped energies and potential of this “huge” group of Chinese students who’re giving a new shape and meaning to their national identities. In terms of reception, it is suggested that a large percentage of Chinese University student community connects to virtual BBS communities in one way or the other.

What are the nature and characteristics of the virtual community created by Wemers?

Wemer communities (as discussed in examples of Tsinghua University case study and MIT BBS) are characterized by a high degree of passion towards “free expression” and “non-traditionalist” Chinese identity. As has been proved using various literature sources in Chapter 2, the Wemer community serves as a positive role model to inspire countless generations of budding Chinese to think creatively, and logically.

How do Wemers interact and identify with other group members within the virtual community?

As was diagnosed in primary survey (chapter 3), most Wemers have a strong sense of community cohesion, and a sense of “purpose” and “identity”. Wemers in any particular university BBS, tend to incorporate the values and core beliefs prescribed by the decisions taken on behalf of the community. Subscribing to these values require a high degree of initiative, personal freedom and intellectual reasoning capability. As has been suggested by Scoller and Scoller (2001), the Chinese present a unique ethnographic sketch – an insistence on some cultural traits which are different from the West.

The Wemer community, by and large, in various forums tend to protect their unique cultural values. Despite being “non-traditional” as the motto goes, the Wemers take a strong pride in being comfortable in their own skins – maintaining a set of values which are seen as a fusion between Chinese and Western culture.

In what ways are the “Wemers” different from core values of mainstream youth culture represented at university? If indeed, there are differences, how are they in conflict with mainstream values, perceptions and behavior? If yes, how do “Wemers” live with these conflicts and inconsistence? Is there a “marginalization” process going on during such an encounter?

As has been proved in this dissertation, Wemers tend to be “avant-garde” in all aspects of contemporary youth culture. They’re different from ordinary university youth in the sense they have a far more “questioning attitude” towards various aspects of life e.g. politics, news, personals. They’re usually more “vocal” on issues of common concern to everybody. They tend to air their opinions, loudly and clearly in a world-wide platform of similar enthusiasts who take pride in their movement.

What are the societal implications of knowledge/information exchanged between Wemers in their BBS interactions? Is there any negative side to their youth enthusiasm? Does the Wemer subculture promote any uncalled-for activities which have a detrimental effect on Wemer perception among outsiders?

As has been proven in this dissertation, the “freedom” and “non-traditional” values of the Wemer community is often too hot to handle for government authorities who’ve now started interfering in the internal problems of the Wemer community. There have been systematic clamp-downs on various modes of Wemer interactions on the BBS forums. Authorities fear some aspects of Wemer subculture may qualify in the long run to be treason and sedition.

However, the Wemers, themselves, deny these charges. On the contrary, they claim to have rendered full support to government authorities in crisis moments as the recent Tibet problem and the earthquake in Sichuan province. In a survey (chapter 3) question regarding government censorship and its impact on BBS communities, a majority of Wemers (55%) expressed disapproval for such measures.

Recommendations for further study

Having explained in detail the validity of research questions outlined in this dissertation, it is possible to envisage following additional study aims. All of these require considerable academic research, as well as university funding. Good results will establish a clear-cut role-model to understand the “desires, aspirations and phenomenon” of youth online subculture in China. BBS has taken over Chinese youth in a big way. These trends are here to stay for a long time.

1. The impact of BBS networking tools (chat/wiki/knowledge database) on the career choices of university students who want to progress ahead in their lives.
2. Estimated demand/growth of BBS users in China in coming few years (and its impact on mainstream culture/traditions/values).
3. Government censorship and its impact on BBS growth/development. What measures are taken by youth communities (such as Wemers) to develop creative and abstract expressions in the light of such restrictions?

The Wemer community, as research in this dissertation has shown, is a powerful voice of ordinary Chinese youth gathering in one forum/meeting point to sharpen their skills in a variety of subject areas. Their identity is the new identity of Chinese future generations.

References

“Amazon Review”. (2008). Virtual Ethnography by Christine Hine. Web.

“Barnes and Nobles Review”. (2008). Virtual Ethnography by Christine Hine. Web.

“Chinadaily BBS blog”. (2008). Studies in BBS activity. Web.

China Vortex. (2008). What Tibet and Carrefour can teach us about Chinese Internet. China Vortex Online. Web.

Chubin, D.E. & Hackett, E.J. (1990). Peerless Science: Peer Review and US Science Policy. SUNY Press, New York.

Creswell, J.W. (2003). Research Design: Qualitative, Quantitative and Mixed methods. Sage Publications: Thousand Oaks, CA 109.

Dong, D. (2003). Resistance within Contexts:A Study of University BBS Youth Culture in China. Paper presented at the annual meeting of the International Communication Association, Marriott Hotel, San Diego, CA, Web.

Hart, C. (1998). Doing a Literature review: Releasing a Social Science Research. Sage Publications. 11-12.

Harnad, S.R. (1998). Peer Commentary on Peer review: A case study in Scientific Control. Routledge.

Hauben, M. (1997). The Net and Netizens: the effect the Net has on People’s lives. Netizens. Los Alamitos: Computer Society Press.

Hine, C. (2000). Virtual Ethnography. Sage Publications: Thousand Oaks, CA. 5-38. Jensen, L.M. & Weston, T.B. (2006). China’s Transformations: The Stories Behind the Headlines. Rowman and Littlefield, China. 136-137.

Jones, S. (1998). Doing Internet Research: Critical Issues and Methods for Examining the Net. Sage Publications: Thousand Oaks, CA. 7-50.

“JSTOR Review”. (2008). Doing Internet Research – Critical Issues and Methods for Examining the Net by Steve Jones. Web.

Kastman Breuch, L-A. (2004). Virtual Peer Review: Teaching and Learning about Writing in Online. SUNY Press, New York.

Kothari, C.R. (2005). Research Methodology: Methods and Techniques. New Age Publishers: New Delhi, India. 5-6.

Kumar, R. (2005). Research Methodology: A Step-by-Step Guide for Beginners. Sage Publications: Thousand Oaks, CA. 12

Lester, J.D. (1984). Writing research Papers: a complete Guide. Scott Foresman. 212.

Lowe, D., Lowe, D.B. & Gaedke, M. (2005). Web Engineering -5^th International Conference, ICWE, Sydney. 119-128.

MIT BBS. (2008). Information about BBS Community (Wemers). Web.

“MIT Press Review”. 2008. Virtual Ethnography by Christine Hine. Web.

NATCOM. (2007). Pathways to Careers in Communications in the 21^st Century. NATCOM Store. Web.

Randall, N. (1997). Future Communities: Socializing and Educating in the Internet’s future. The Soul of the Internet: Net Gods, Netizens and the Wiring of the World. London: Computer Press.

Rasmussen, L.B., Beardon, C. and Munari, S. (2001). Computers and Networks in the Age of Globalization. Springer Publications.

Sang, T.I.D. (2003). The Emerging lesbian: female same sex desire in modern China. Springer “Science Direct Review”. (2008). Doing Internet Research – Critical Issues and Methods for Examining the Net – by Steve Jones.Web.

Scollon, R. & Scollon, S.W. (2001). Intercultural Communication : A Discourse Approach. London : Blackwell. 1-236.

Shatz, D. (2004). Peer Review: A Critical Inquiry. Rowman and Littlfield: New York.

Tsinghua BBS. (2008). Case Study on Wemer community at Tsinghua University. Web.

Weller, A.C. (2001). Editorial Peer Review: Its Strengths and Weaknesses. Information Today 31 (1).

“Xinhua Net BBS”. (2001). BBS Activities.Online Edition. Web.

Yin, R. (2003). Case Study Research: Design and Methods. Sage Publications: Thousand Oaks, CA.

Zhao, S. (2006). Debating Political Reform in China; Rule of Law vs. Democratization. M.E. Sharpe.