ABSTRACT
This chapter offers a gendered analysis of experiences with cyberbullying reported by university students and faculty based on the power dynamics that characterize the post-secondary context. The gender differences that emerge help to carve out a clearer understanding about cyberbullying behaviour at the university level. A number of theoretical frameworks have attempted to account for gender differences with respect to cyberbullying. Work on gender and cyberbullying in elementary and secondary schools has adopted the frames of relational aggression for girls and cognitive and affective deficits for boys. The chapter briefly outlines the methods employed in examination of cyberbullying among post-secondary students and faculty, followed by a summary of the findings, and their analysis in relation to the lens of power. Cyberbullying is inscribed within the context and may merely be the newest manifestation of power relations and gender inequality in the post-secondary context.
