Drawing on a feminist poststructural theoretical framework, this study examined how students perform gender in the online classroom and how that performance impacts their understanding of and navigation of gendered power structures. There is a scarcity of feminist poststructural research in online learning; most online learning research relies on positivist assumptions. Using feminist poststructuralism ideas, such as Butler's gender performativity, and qualitative methods provided nuanced insight into the lived experience of online students. This study employed digital ethnography methods to understand the research questions. These methods included interviews, participant observation of asynchronous and synchronous class discussions, and analysis of written communications. Two online classes from an educational technology master's degree program were studied, one from early in the degree program and one from the end. The results of the observations indicated that many students obfuscated their identity, gender or otherwise, through adopting a formal register and revealing little personal information. However, students still found ways to manipulate their gender identity performance to increase or decrease their power in the classroom. The minimizing of one's personal identity performance in an online classroom is problematic as many best practices of online learning rely on authentic interpersonal interaction and personalization. In addition to working towards ameliorating the lack of feminist poststructural research in online learning, this study contributed to understanding of the experience of gender oppressed individuals in online learning. This population has frequently turned to online learning for its flexibility and security but is also vulnerable to gendered power imbalances. This study explored the way gender performance can be used to navigate power dynamics in the online classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]