Organizational research about the autonomy paradox –the discrepancy between workers' increased level of autonomy in carrying out their work and their increased self-imposed constraints– is limited in two ways. First, our understanding of the role of technology in perpetuating the paradox of autonomy is limited to the influence of relatively simple features of technology (e.g., email devices' portability and ubiquity) in amplifying the expectations of near-constant availability. However, human-computer interaction research and practice increasingly show that design features of advanced technology, too, can play an important role in cultivating the culture of constant connectivity. Second, organizational research on the autonomy paradox has primarily focused on organizational shared expectations and has not examined social forces and cultural images that might contribute to the autonomy paradox in the individualized context of independent work. Thus, our understanding of socio-cultural processes that might contribute to the tension between autonomy and discipline in the context of platform work is incomplete. In this dissertation, I explore these issues through a review study and two empirical studies that draw on 50 semi-structured interviews with Instagram content creators, four years of participant observation, and a walkthrough analysis of the platform’s features. The first study integrates the literature on sociomateriality, identity control, and autonomy paradox to explore the interconnected cultural, social, and material mechanisms that contribute to the autonomy paradox. I discuss how we can extend our understanding of autonomy in technology use by attending more explicitly to material features of digital technology and how mechanisms identified in organizational contexts can guide our understanding of platform workers’ autonomy. In so doing, this study maps out pathways for examining autonomy and discipline outside traditional organizational contexts. The second paper examines how through a recurring process that I label identity baiting, evaluative metrics provided by digital platforms function as habit-forming identity affirming opportunities for desired identities which motivate work effort and sustain underpaid future oriented labor. By attending to workers’ desired identities rooted in cultural ideals of independent work, this study sheds light on entanglement of cultural ideals and technological features in shaping the tensions of autonomy and self-imposed constraints in platform work. Finally, the third study explores how people navigate the tensions arising from the collocation of externally prescribed authenticity in the discourse of personal branding with the internal desire to be and feel authentic in contemporary work. I find that tensions arise from the consistency required to maintain a personal brand and the inconsistency of the authentic self over time. Further, practices induced by the rhetorical invocations of authenticity sometimes contradicted workers’ internal needs for a strategic balance between authentic and image management. This study shows that tensions of autonomy remain even if the external prescription demands individuality and authenticity rather conformity and collective assimilation. / Thesis / Candidate in Philosophy / How and why might workers (choose to) constrain their own autonomy in the context of platform work? Animated by this overarching research question, this thesis explores the tensions between autonomy and self-imposed constraints through three essays. The first essay integrates multiple streams of organizational research to portray the constellation of three structural forces (social norms, cultural discourses, and material features of technology) that interact with workers’ identity to shape the autonomy paradox. The second essay demonstrates how evaluative metrics provided by digital platforms function as habit-forming identity baits that control workers’ behavior and sustain underpaid labor. Finally, the third essay demonstrates how prescribed authenticity (e.g., the ethos of ‘just be yourself’) prevalent in the discourse of personal branding ironically constrain workers’ autonomy by turning the once protective fender of personal brand into a system of radical self-revelation. The second and third essays draw on an inductive qualitative inquiry of Instagram content creators.

Overall, 11% of high school students leave school without a diploma, and the percentage is higher for at-risk populations. High school graduates earn higher salaries and are healthier and more law abiding than dropouts. Research is limited on the motivation of at-risk students to graduate from high school related to their technological identity to include technology and social media in their learning schema. This qualitative case study explored at-risk students' perceptions of social media, personal learning networks, and informal learning in facilitating their graduation. Pink's concept of motivation, Siemens's connectivism theory, and Bingham and Conner's theory of engagement and social learning provided the conceptual framework. Interviews were conducted with 11 at-risk students identified by one Charter school: 4 students at-risk of dropping out, 3 dropouts planning to return, and 4 dropouts who had returned to high school. Open coding was used to identify rich themes and patterns that may help at-risk students succeed in school. Of the 5 themes identified 4 related to technology identity: transference to learning, relationships with personal learning communities and social networks, bridging technologies, and connected knowledge. Relationships with instructors and the school community also emerged as a theme. Connecting familiar and accessible technologies with formal learning could provide additional means of supporting academic success. Permitting the use of smart phones and social media to provide technological access to learning materials and instructors may create a motivating learning environment where students are willing to remain in high school to obtain a degree. Potential social and work benefits beyond high school may accrue for students.

Mobile phone technologies are transforming how young people think, work, play and relate to each other. However, a central concern for the thesis is that education policy and practice far too often resembles an industrial model that is standardised, mechanistic and linear and that rarely reflects the informational, dynamic and creative lives of young people. In particular, the educational project fails to connect with the way young people use their mobile phone technologies to multi-task, connect, and create content at a precipitous rate. This thesis focuses on the ways in which mobile phone technology is now a significant influence in the way young people develop a sense of self, and a sense of identity and agency that permeates the way they engage with education. The specific research questions that follow from this are: how are young peoples’ identities shaping the meaning and use of mobile phones within (im)material culture? How is the relationship between identity and the creation and use of social space being defined through mobile phone technology? And, taken together how might these processes of identity development influence the way the educational project develops in the future? This thesis addressed these aims by conducting a visual ethnographic study over three years, using participation observation in a sixth-form college in the UK that included video interviews with seven college students. The research has produced a conceptual framework that documents a number of key findings that include: (a) the mobile phone has an immediate symbolic value to young people providing signals about the user’s identity, or presentation of the self; (b) the mobile phone also helps facilitate the performance of lived experiences and is actively part of assisting in various forms of agency. (c) The mobile phone enables a constant flow of (re)presentations of young people that reflects a fluidity of identity that characterises key aspects of contemporary social life. Finally, (d) the mobile phone also supports and enhances the maintenance of social space through the maintenance of social groups and also crucially, the feeling of being oneself. The main conclusion drawn from this research is that too often education systems overlook that fact that learning for young people is typically, and inevitably, personal and yet at the same time located in connected, information-driven environments that are predisposed to digital technologies. Therefore, this research argues for educational policy makers and practitioners to think creatively about how to develop education in ways that fundamentally support young people in their (re)construction of a personalised landscape for learning through their mobile phone technologies.

Text messaging, e-mail, instant messaging, and social networking sites are changing the way people interact with each other. The popularity of these communication technologies among emerging adults in particular has grown exponentially, with little accompanying research to understand their influences on psychosocial development. This study explores the relationship between communication technology usage (text messaging, e-mail, instant messaging, and social networking) and adolescent adjustment among 268 high school students. It was hypothesized that use of communication technology would be related to psychological adjustment, including identity development, relationship attachment and peer conflict. Participants were recruited from three public high schools in central Florida (69% female, 81.9% White). Time spent using communication technology was significantly correlated with psychological symptom severity (i.e. anxiety and depression), identity distress, peer aggression, and existential anxiety. It was also significantly but negatively correlated with relationship avoidance. Degree of usage of communication technology for interpersonal communication was significantly correlated with peer aggression, relationship anxiety, and existential anxiety. Those with a preoccupied style (high in relationship anxiety, low in relationship avoidance) spent significantly more time using communication technology than those in the dismissive (high in avoidance, low in anxiety), fearful (high in both), and secure (low in both) styles. Further analyses and their implications for adolescent development will be discussed.

This interpretive research study examines peer leadership in a distributed online MBA community of practice at New States University (NSU pseudonym, based in USA). It explores ways in which faculty members in a global business course, NMBA616 (pseudonym), negotiate relationships, meaning and identity in their efforts to be effective teachers and address their own needs for professional growth and development. The research participants provide insights about community formation and function in a virtual domain where they work together at a distance without meeting face-to-face. The study appears to be a new application of culture code methodology, symbolic interactionism and social learning theory as they conjoin on social, psychological and organizational levels. To my knowledge it is the first study of an MBA virtual community of practice. Research interviews were conducted primarily by distance using web-based technology, teleconferences and email, as well as some face to face discussion. The central questions are: 1) To what extent does a distributed faculty team in an online global business management course constitute a community of practice? 2) What is the nature of faculty relationships in the online global business management course? and 3) What are the leadership issues in a virtual practice setting? Findings reveal that online community practitioners are resourceful in creating peer leadership that is embedded within the group and its relationships. The study is motivated by my personal interests and professional experience, as well as by the quest of online colleagues for ways to assess, support and improve themselves and their practice. Building on personal experience as an online business communications instructor, the thesis presents an example of peer leadership in a virtual global business community of practice and in its completion stands as a case study.